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A study of the use of motion pictures in the programs of certain Protestant churches

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A study of the use of motion pictures in the programs of certain Protestant churches

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Content A STUDY OF THF USE OF MOTION PICTURES IN THE
PROGRMS OF CERTAIN PROTESTANT CHURCHES
A Thesis
Presented to
the Faculty of the Department of Religion
University of Southern California
In Partial Fulfillment
of the Requirements for the Degree
Master of Arts
by
Leah Irene Fanning
June 1938
DM I Number; EP65092
All rights reserved
INFORMATION TO ALL USERS
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In the unlikely event that the author did not send a complete manuscript
and there are missing pages, these will be noted. Also, if material had to be removed,
a note will indicate the deletion.
Dissartaliofi F^jbiisMng
UMI EP65092
Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author.
Microform Edition © ProQuest LLC.
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unauthorized copying under Title 17, United States Code
ProQuest LLC.
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This thesis^ w ritten by
LEAH-IREHE-F-AmilHÛ..................
under the direction of F aculty Committee,
and approved by a ll its members, has been
presented to and accepted by the C ouncil on
Graduate Study and Research in p a rtia l fu lfilT
m ent of the requirements fo r the degree of
. M AS. TER ... QF. .. .A RT. S..
D ean
Secretary
Date.
1938
F a cu lty C om m ittee
/c
TABLE OF CONTENTS
CHAPTER PACE
I* INTRODUCTION.................................... 1
The problem ............................ 1
Statement of the problem................... 1
Importance of the study • . • . ........ 2
Method of procedure ....................... 6
Organization of the remainder of the thesis • 7
II. HISTORY AND VALUE OP VISUAL EDUCATION........ 9
History of visual education ................. 9
Earliest uses of pictures ................. 9
The beginnings of modern visual education . 10
The development of photography ....... 11
Present status of visual instruction .... 13
The value of visual education ........ 15
Psychological bases of visual education . . 15
Proper use of visual a i d s ........ .. 17
Types of visual aids....................... 19
III. THE DEVELOPMENT OF THE MOTION PICTURE FOR
EDUCATION.............. 21
The use of the motion picture............... 31
The motion picture in education ....... 35
Present status of motion pictures in
education . ........................... 25
Experiments with the educational film . . . 38
ill
CHAPTER PAGE
TV. MOTION PICTURES IN THE PROGRAM OF THE CHURCH . . . 36
Uses of visual aids in religion . . . . . . . 36
Forces bringing the motion picture to the
attention of the church................. 40
Public school use of motion pictures......... 40
Scientific studies . ....................... 41
Outstanding religious theatrical films .... 46
The churches’ boycott of motion pictures . . . 47
Popularity of motion picture theatres .... 49
New scientific approach................... 50
Availability of suitable films and equipment . 53
Movement for production and promotion of religious
f i l m s .............. 55
Educational and commercial films . ......... 55
Motion picture foundations and departments . . 57
Denominational church boards ......... 64
Universities and colleges ................... 67
Local church producing ....................... 68
Religious motion picture companies ........... 69
Present use of films by the church............. 72
Reasons for u s e .............................. 72
Nature of u s e ................... 72
V. THE USE OF MOTION PICTURES IN WORSHIP........... 77
Motion pictures as an aid to worship........... 77
iv
CHAPTER PAGE
Technique of use ............................ 94
Methods of use . .......................... 98
Principles of effective use of films in
worship.................................. 109
VI. THE USE OF MOTION PICTURES IN THE TEACHING WORK
OF THE CHURCH................................ 114
Teaching.in the church program ............. 114
The motion picture, as an aid in religious
teaching........................... 116
The technique of teaching with motion pictures 126
Principles of selection............ 127
Types of films and method used with each . 128
Motion picture appreciation ........ 136
General principles ....................... 138
VII. THE USE OF MOTION PICTURES IN CHURCH RECREATION 142
Recreation in the church program........... 142
Motion pictures as an aid to church recreation 145
Technique for motion pictures in church
recreation................................ 151
Selection of films ............ 156
General principles ....................... 159
VIII. THE USE OF MOTION PICTURES IN THE SERVICE
ACTIVITIES OF THE CHURCH................... 163
The nature of service activities in the church
program.................................... 163
V
CHAPTER page
The use of motion pictures in service activities 166
The production of motion pictures by the local
church * • « ..................... 169
General principles ....................... 175
IX. SUMMARY AND CONCLUSION.......................... 178
General principles governing the use of motion
pictures in the Protestant church program, • 178
The use of motion pictures in the four major
phases of the church program............... 183
Findings relative to motion pictures in worship 184
Findings relative to teaching with motion
pictures ...... ........... ..... 186
Findings relative to motion pictures in
recreation ................. 168
Findings relative to the use of motion
pictures in the service activities .... 190
Difficulties to be overcome . ............. 192
Conclusion.................................... 193
Future w o r k ............................. 193
Character and society building values . . . 195
BIBLIOGRAPHY . ....................................... 198
APPENDICES..................................... 213
A. Sources of supply of educational and religious
films .......... 214
B. Questionnaires and interview questions ......... 220
LIST OF TABLES
TABLE PAGE
I. Reasons Given by the Leaders of Sixteen
Protestant Churches for Introducing Motion
Pictures into their Programs............... 73
II. The Groups Using Motion Pictures in Seventeen
Protestant Churches and the Purposes for which
They Were Used .......................... 75
III. Numbers and Percentage of Checks Given to the
Effect of the Film, "The Crusades," upon the
Feelings of One Hundred and Twenty-Eight
Members of the Congregation.............. 83
IV* Numbers and Percentage of Checks Showing the
Value of the Entire Service in which the Film,
"The Crusades," Was S h o w n ................. 89
V. Numbers and Percentages of Checks Given to
Changes of Attitude or Thought Resulting from
the Film, "The Crusades," as Indicated on One
Hundred, and Twenty-Eight Questionnaires . . 95
VI. Number and Percentage of Checks Given to Changes
of Attitude or Thought Resulting from the Film,
"Green Light," as Indicated on Thirty Question
naires ..... .... ................... 150
VII. Score Card for Rating a Picture . « ........ 182
LIST OF FIGURES
FIGURE PAGE
1. Rating Scale of Inspirational Value of Items in a
Worship Service, Computed from One Hundred and
Twenty-Eight Questionnaires . . . . . . . 91
3. Preference Rating of Items in a Sunday Evening
Worship Service ...... ................... 93
3. Preference Rating of Items in a Church Recreational
Evening, Computed from Thirty Questionnaires . 153
CHAPTER I
INTRODUCTION
The old European proverb, "From the same timber may be
hewn either a cross or a shovel," is very applicable to the
motion picture. The motion picture is a machine and, like all
machines, is merely a tool to be used by persons who supply
the purpose. The motion picture may be thought of as a method
and, as with all methods, its effectiveness resides in the
skill of the operator. It is becoming generally recognized
that this tool is a powerful social force. Some authorities,
such as John I. Tigert, former United States Commissioner.of
Education, declare that the effect of motion pictures upon
public opinion and thought is "the most powerful influence
now known."1 The opportunity, then, comes to the educators
and leaders of character-building agencies to use it for
constructive and worthwhile purposes. During the last few
years a great cry has been raised against the destructive
and harmful effects of this tool. The influence of it can
be directed into whatever channels the leaders so desire.
I. THE PROBLEM
Statement of the problem. The particular purpose of this
Cline Morgan Koon, Motion Pictures in Education in the
United States (Chicago: University of Chicago 3Press, 193ÏI,
p. 18.
2
study is to discover the use of motion pictureslin the pro
grams of certain Protestant churches and to ascertain what
values are being realized. It is concerned with the perfec
tion and application of the methods of the motion picture to
meet church needs. This includes an investigation of the
practical problems, such as,,equipment, expense, source of
films, leadership and projection problems. It covers the
specific groups and phases of the church program in which
pictures -are being utilized and the methods of presentation
and techniques of use. It is the object of this thesis to
analyze the present function of mot^ion pictures in certain
selected Protestant churches, and to presentt the problems in
volved and the values being gained in the hope that it will
stimulate more effective and widespread use of films in guid
ing religious thought and growth and building a Christian
society. Certain definite principles and standards will be
formulated to guide the effective use of motion pictures in
the programs of the Protestant churches..
Importance of the study. For a" long time the church
has utilized and found value in such means of visual aid as
stereopticon slides, blackboard drawings, maps,, still pictures,
charts, and others, but its acceptance and use of the motion
picture has been limited. The motion pictures are here to
stay and, because of their great potential power for either
good or evil and their effect on character development, for
3"
bettèr or worse, tiieyjaref-a concerm of the church#.
Facts relative tb the great effectiveness of the mo?-
tion pictüres in influencing the behavior,, the idealsthe
attitudes, and the mental health have been demonstrated and'
proven by outstanding psychologists, sociologists, and educa-
2
tors of the United States under the Payne Fund Studies and
other:'researches. Many studies have been carried out' in the
schools to prove the value of motion pictures as teaching
aids. The teachers of religious education and of general ed
ucation are realizing that the principles and methods of
guidance are basically the same in church and school.
There areccertain values inherent in the motion pic
ture which can not as effectively be realized in any other
way. The mechanism of the motion picture lends itself to
its effectiveness. The films are shown in semi-darkness and
undisturbed by outside distractions. All the group are fo
cusing their attention upon the same thing. Of vast import
ance is the fact that these pictures operate through the or
gan of sight and the organ':of sound, two most potent",of all
our physical senses. Thus John Haynes Holmes can say that
'*. . .then are the conditions surrounding the experience of
seeing— conditions of such warmth and color and mystery'
^Henry J. Forman, Our Movie Made Children (New York:
The Macmillan Company, 1935)» 268 pp.
and excitement, that the impression carried away is well nigh
Indelible."'
Can the church afford to do without such an effective:
medium, Fred Eastman puts this point very strongly when he
refers to the three hundred thousand and more schools, col
leges, and churches in this country which are making a hard
fight .to serve burdened humanity in a constructive way,"Their
methods are antiquated. They need the powerful aid of motion
pictures Much of the method of using films by the church
had been through trial and error and without definite guiding
principles. Ignorance as to adequate equipment and how to
operate it, lack of suitable films-'* and knowledge of the sources
of supply, the item of expense, and other problems have proven
to be stumbling blocks. A thorough and scientific study of
the use of motion pictures in the service of the church is
needed, and the establishment of standards and principles of
use are necessary, if the highest values are to be realized*.
Only a very few studies have been made, in any way, of
the application of the motion picture to church use#. Possibly
the most outstanding is the experiments conducted by theolog
ical students at Yale Divinity School in connection with a
^William Perlman, Thee Movies on Trial (New York: The
Macmillan Company, 1936;, p. 196.
^Fred Eastman, "Chances the Movies Are Missing," The
Christian Century. 54:617, May 12, 1937.
5
Practlcum on Visual Aids in the service of the church, taught .
by Paul Vieth. This study includes both stereopticon and
motion pictures,and the findings are limited to.only a few gen
eral phases of -the problem* ,
The Motion Picture Department of the Y. M. C. A *,the
Harmon Foundation, Incorporated, the Federal Council of the-
Churches of Christ in Ai^erica, and other denominational and
inter-denominational boards are attempting to analyze the ex
periences of church leaders who are using their films, but as
far as the investigator has discovered no published results
of any extensive studies are available.
It is the opinion of the investigator that a study of
the present experiences of the churches using films and an
analysis of their most successful method will be of aid in es
tablishing standards and principles.. This study is justified
on the bases of four present conditions: first, because of the
powerful effectiveness of the motion picture in education: and
the motivating of conduct; second, because of the increasing
realization of the value of films upon the part:of church lead
ers and their attempts to use them without definite principles,
to guide them; third, because of the lack of studies and re
searches in the field to which the religious educator might
turn for help; fourth, studies have been made in the public
The Use of Visual Aids in the Service of the Church
(New York: Harmon Foundation, Inc19377732pp..
school, but these need to be studied in the light of their
application to the religious field and the findings made
.available to the church leaders.
The need for research is summed up in the following
statement :
The churches of the United States are becoming aware
of the value of visual aids to religious education, but
as yet the use of motion pictures is not at all commen
surate with their known value. There is need of pains
taking research into the technical uses of this form of
visual aid by religion . . .^
II. METHOD OF PROCEDURE
In the following chapters the development of the more
widespread use of motion pictures is reviewed, including
facts connected with the development of the religious films.
These facts have been secured from authoritative literature
on this subject and from personal correspondence with persons
connected v/ith the industry. The chapter on the history and
value of visual aids in instruction and guidance of character
growth is based on the review of books and magazine articles
on visual education.
The primary data presented in this study is based upon
a survey made through personal interviews and observations
of eight Los Angeles churches, in which films are being used,
and nine churches in other parts of the country, contacted by
correspondence. Questionnaires were used in two churches to se«
cure the reaction to and the effect of films upon the observer.
g
Koon, 0£. cit., p. 13.
7
T^hirty'questionnaires were secured in one instance where the
film. "The Green Light" was used for recreation, and 128're
turns from a questionnaire in a worship service in which the
film, "The Crusades" was used..
Other information- has been secured through personal
correspondence and an interview. Especially valuable sug—
gestions and helps have been received from the Harmon Found—
ation, the National Council on Motion Pictures of the Y.M.G.Â.,
the Federal Council of the C|:|urches of ChristLin America, the
International Council of Religious Education, the National
Council for Prevention of War, and from the denominational
boards of the Methodist, Protestant Episcopal, Northern Bapt
ist, and Presbyterian Churches.
Ill . ORGANIZATION': OF THE REMAINDERS OF THE THESIS
Chapters II and III are background material: Chapter II
outlines the history of the development of visual aids and of
their introduction into the modern educational program; Chap
ter III traces the development of the motion picture into
fields other than for entertainment. It outlines the his
tory, present status, and studies made relative to the use of
films in public education.
Chapter IV outlines the past use of visual aids in the
program of the church and introduces the use of the motion
picture. The forces leading to the inclusion of films as aids
8
tôothe church ; the history of the development of religious:
films and their promotion by various denominational and in-^
terdenominational groupsand the status of films in the sev
enteen churches contacted, are Included in this chapter*.
The following four chapters include the major find
ings of this study relative to the use of motion pictures in
the four major phases of the church, namely,7/orship, teach--
ing, recreation, and service* The nature of each phase in
the church program is discussed and the techniques- for using
films for each purpose*.
Chapter IX gives the general summary and conclusion of
the entire study. This is treated under the following head
ings : (1) General Principles, (2) Motion pictures in the four
major phases, (3) Difficulties to overcome, and (4) Conclusion,
including the areas of future work, and a statement of the
primary test of all material, the character and society-
building values..
CHAPTER II
HISTORY AND VALUE OF VISUAL EDUCATION
The purpose of this chapter is to trace the use and
development of visual aids from primitive time down to their
present use in modern education. This includes the develop
ment of photography which is the basis of many of the visual
aids used 4n our schools. The values which have been dis
covered by educators to result from visual instruction and the
situations in which visual tools may be used most profitably
are given preliminary to the introduction to the discussion of
the most effective and potent visual aid yet developed, the
motion picture.
I. HISTORY OF VISUAL EDUCATION
Earliest uses of pictures. Undoubtedly the first means
of expression of ancient man was by gestures and pantomimic
signs. These signs and gestures became more elaborate when
great events and stories were depicted by the dance and by rit
uals in pantomime. This was the beginning of.the drama in its
elemental form and these early forms may be called "living pic
tures."^
^Terry Ramsaye, A Million and Oi^ Nights (New York:
Simon and Schuster, IncT, 1926), pp. S and xli.
10
As a means of conveying thoughts and experiences to
others these living pictures proved very inadequate.. Men
sought more .lasting and extensive means of expressing them—
selves. So the pantomimic pictures were aided by the draw
ing of scenes and representation of ideas through pictures
sketched on stone, in the mud walls of the caves, and on papy--
rus. Pictures are the oldest tools of real learning that
have been discovered. Archaeologists have revealed their
use as far back in antiquity as they have been able to probe
and undoubtedly they were used for the conveying of informa
tion and the recording of records.
time crude pictures proved inadequate for all that
man had learned, all that man wanted to record,,or all that
man wanted to express. Language evolved as certain sounds
came to symbolize certain ideas or acts. Then man'^ sounds
became welded together with his pictures and the alphabet with
its written language was formed. Thus the fast accumulating
experiences of man could be recorded and passed on as knowledge
to the new generations. It proved to be such an expedient
medium that, especially with the added impetus of the printing
press, the written page became the basis of most of the recog
nized learning processes, and pictures and other visual tools
were of very minor consequence in the education of the young.
The beginnings of modern visual education. The pale
olithic man, who made his records in picture language in stone
11
long before the dawn of recorded history, and the ancient
teacher who first drew pictures on the sands of India to il
lustrate his teachings have been called the- grand fathers of
o
visual education. To John Amos Comenius(1592-1671) goes
the credit of being called the father of modern visual educa
tion . Comenius advocated the idea that children learn not
so much through books and words alone, but from contact with
the real world. In substantiation of his theory he wrote
the first illustrated text-book. Orbis Pictug which contains
about three hundred crude wood cuts and was used in the schools
for nearly a century as one of the most popular text-books.^
Other illustrated text-books followed, including À Hist
ory of Genesis, published in 1708; The London Spellin.g. Book,
published in 1710 with pictures illustrating the alphabet and
intending to teach moral lessons; and Dilworth’s New Guide to
the English Tongue with its illustrated proverbs. America
made her outstanding contribution through The New England
Primer, published in l802, containing moral lessons illustrated
by wood cuts. Pestalozzi, the Swiss educator, gave further
impetus to visual education and Froebel did later by the in
troduction of visual aids into his kindergarten
The development of photography. Without the art of
2
Don Carlos Ellis and Laura Thornborough, Motion Pic-
tures in Education (New York: Thomas Y . Crowell Company, 192*3),p.2
^Loc. cit.
12
photography visual education could never have achieved the
place that it has today. Before 1800 experiments in photog
raphic chemistry had revealed the fading or darkening i% lightt
of certain materials. In 1819 Sir John Herschel found that-
sodium theosulphats would dissolve silver chloride. In 1822
a Frenchman,,M. Joseph Nicephore Niepce, secured the first
A
permanent photographs. In 1829 Daguerre introduces his
famous daguerreotypes and about i860 the wet-plate process of
photography was introduced and is still used by engravers to
day. After the perfection of the photography the stereoscope
and the lantern slides quickly developed and became pppular.
Finally the motion picture was invented and all of these found
their place in the educational field.
Present status of visual instruction. Ever since teach
ing began efforts have been made to improve the process. The
past fev/ decades have in many ways been an experimental period
in education, a ppriod of breaking away from traditional ways
of instruction in order to improve and enrich the teaching pro
cedure in harmony with the modern psychological and pedagogi
cal principles. Any tools which have been found to enrich
this process have been utilized as far as possible. The use of
visual aids have met the test of modern scientific investiga—
4
Ramsaye, op. cit.. p. 16.
13
tions and have a definite part of the teaching procedure
The development of visual education in the United States has
been in three distinct phases,6 The first was the museum
movement, between 1905 and 1914, in v/hich both private and
public museums throughout the country set up departments for
extension work in the schools. The second phase may be char
acterized as the University Extension movement and reached the
peak of its development during 1915 and 1919. In 1919 more
than twenty existing extension departments of education received
over one hundred reels of motion picture film from the Visual
Education Division of the United States Bureau of Education.
The establishment of bureaus in city school systems
has been the third phase of the development of organized vis
ual education. Chicago was one of the forerunners in this
movement when in 1895 ten principals of the Chicago City Schools
organized a projection club, pooled their money to purchase lan
tern slides, and each purchased his own stereopticon. The
work of this club grew to such an extent that in 1917 the
school board took over the equipment of the club and.estab
lished a Visual Education Department to assume responsibility
for visual instruction in the city. Following the establish-
5
Anna Dorris, Visual Instruction in the Public Schools
(Hew York: Ginn and Company, 1928), p. 4.
^A. D. Mueller, Teaching in Secondary Schools (New York:
The Century Company, 19È8), p. 237.
14
ment of the Chicago bureau similat departments were formed
in Newark, Detroit, Kansas City, Pittsburgh, Los Angeles,
New York, Atlanta, Berkeley, Buffalo, Oakland,and other cities.
The purpose of these bureaus is to promote the work of visual
education and to increase its efficiency. T^elr work is,
chiefly; conveying information concerning visual aids, furnish
ing schools with visual materials and giving instruction to
teachers on manipulation and care of equipment.
Though thirty years ago visual instruction was thought
to be a luxury because materials were so scarce, the motion
picture had not been perfected, and practically no aid was
given schools in securing pictures, this condition is not true
today. A few hundred dollars can purchase equipment and mat
erials which can bring the world into the classroom. The
Keystone View Company, of Meadville, Pennsylvania, alone pos
sesses over a million negatives including every possible field
7
of instruction. Surveys have been made, from time to time,
by the Bureau of Education of the United States Department of
the Interior to ascertain the extent and scope of visual edu
cation. These studies tend to show that visual education
methods are being used whenever possible in most of the pro-
7
Herbert Krueger, "A Study of the Use of Pictures on
Education" ( unpublished Master's thesis. University of South
ern California, Los Angeles, 1933), p. 21
15
gress^ve schools of the country..
Visual instruction has not .only been incorporated im-
to the curriculum of the progressive schools of the United
States,,but it has been.tried and made a definite part.of the
teaching procedure of’nearly every enlightened country of the
world. Among this- group is England, Sweden, Denmark, France,,
8
Germany, and J apan.
Visual aids in other fields. In any discussion of the
use of visual material in education it is well to consider the
extent to which the value of’such materials is recognized in
commercial and everyday life. Commercial .establishments
make an extensive use of visual aids in their advertising'
where words alone cannnever describe accurately to the public
their products. . Over fifty per cent of the space in adver
tising material is devoted to pictorial illustrations and text
book writers may well profit from the advertiser's experience.
Such illustrated materials of the commercial concerns are ad
vertising their products to the world in street cars, trains,
magazines, on billboards, and other conspicuous places where
people must see them every day/
II. VTHE VALUECOF VISUAL EDUCATION
Psychological basis of visual education. Psychologists
^Dorris, pp. cit.,p.2.
16
and educators have long declared that over 80 per cent of all
our knowledge comes through the eye. "One picture is worth
a thousand words" is the way in which the old Chinese sage
estimated the value of the visual. Educators realize that
children do not learn through abstractions but that they
must start with the concrete and specific. They can, however,
experience vicariously what is being presented through the
vividness and concreteness of the visual aid. In all learning
the interest of the child must be secured. Modern education
is based on this "doctrine of interest" which is necessary
to bring about a full response within the learner if learn—
ing is to take place. The sensory appeal through the visual
has proved most effective in securing the child's interest
H. W. Norman of the University of Indiana, secretary
of the Bureau of Visual Instruction, has given the follovfing
bases for visual education
I. A greater number of people see alike than hear alike.
2. Learning is generally mentally recorded as pictures.
3* We think our thoughts largely in terms of the visual.
4. More impressions are received through the eye in a
given time than in any other way.
%. W . Norman, A Handbook of Visual Instruction
(Lawrence, Kansas: University of Kansas Press, 1933), cited
by Krueger, pp. pit., p. 31*
17
5..We can visualize or learn correctly only through
comparison‘made possible through past experience.
6. Pictures clarify distorted conceptions,excite and
stimulate the mind, and result in further activity.
7* The proper use uf pictures will reduce the number
of failures, and will effect economy.
Proper use of visual aids. It must be realized that
seeing a picture does not guarantee genuine learning.. If true
values are to be realized, discussion, questioning, and pupil
expression must accompany the seeing process, O^e of the
main t^sks in visual instruction is the elaboration of a
definite methodology and psychological technique. Oral
language, written language, and visual presentations are t^e
three distinct ways that mankind communicates ideas and ex--
periences. These three ways should supplement each otherr
in the classroom and will be used most effectively in vary--
ing combinations according to the situation and the material
to be presented. Teachers have tended to use them unwisely
or possibly to use one means to the neglect of others. These
educational tools 'must be used with correct technique and at.
the proper psychological time in order to meet the individual
and group needs.
In order to settle some of these questions many studies
and experiments have been conducted to determine the value of
certain visual aids in certain situations over other""forms
of instruction and over other visual aids, and the methodology
18
to follow in order to secure the most satisfactory results.
It is not necessary to discuss these numerous studies here
since the results which apply to the use of the motion pic
ture will be presented in the following chapter.
Results of these experiments demonstrate that the
proper use of visual materials:
1. Increases initial learning.
S. Effects an economy of time in learning.
3. Increases permanence of learning.
4. Aids in teaching backward children.
5. Motivates learning by increasing
a) Interest
b) Attention
c) Self-activity
d) Voluntary reading
ë) Classroom participation^
A committee of teachers and principals of the public
schools in Berkeley, California, studied intensively for two
years the use of visual aids and their conclusions, as to
the types of service these aids can render most profitably,
are as follows :
First, visual aids are valuable as a means of intro
ducing new subject matter.
Second, visual aids are necessary in the preparation
of assigned work in the execution of a project . . . to
solve some problem, explain some difficulty or enrich
some phase of the lesson.
Third, visual aids are also valuable in reviewing a
series of lessons or experiences in a concrete, con
nected way.
Cline M. Koon. Motion Pictures in Education in the
United States (Chicago: University of Chicago Press, T93TT7
p. 57.
^^Hàrry B. Wilson, George C. Kyte, Herbert G. Lull,
Modern Methods in Teaching (Nev/ York: Silver, Burdett and
Company, 1924}, p.^23^.
19
Fourth-- Visual materials are invaluable as a means
of fascinating, wholesome entertainment•
Types of visual aid. Visual instruction simply means
the enrichment of education through the "seeing experience"
and involves the use of many types of visual aids. Most;,of
the common ones that are being used in the public schools may
13
be classified under five headings: (1) the school Journey,,
(2) museum material, (3) still pictures, (4) graphic material
(5) motion pictures. A visual aid may be defined as any obe-
Ject ior device-Which provides visual experience to the learn
er in (1) introducing,clarifying, enriching abstract concepts,,
(2) developing worth-while attitudes, and (3) stimulates furth
er learning activities on the part" of the learner..
In applying the above definition to the visual aid with
which this study is concerned, the motion picture is found to:
fulfill all these specifications along with other desirable
features.. They add motion experience.to pictorial experience
and within the past ten years, as the talking film developed ,
sound was added to this educational material. The use of
this aid is comparatively young and its introduction into
education has called for a large amount of scientific study
both to determine its value and to develop the best techniques
for its use.
^^Charles F. Hoban, Charles F. Hoban, Jr., Samuel B.Zis-
man, Visualizing the Curriculum (New York: The Macmillan Com
pany, 1937), p. 9.
20
It surpasses all other pictures--indeed, all other
educational tools-- in its power to.convey definite in--
formation, even thought itself
In the motion picture there has been made available to
education an instructional tool of tremendous power in its
influence on the accumulation of attitudes, and the direct
ing of emotions, and the shaping of such other patterns
of human conduct as^behavior, skills, styles of dress,
modes of play, etc.
These are but two of the statements which have been made
after investigations have been conducted. The development
of this effective instrument, its application to education and
the studies made to.determine its effectiveness are to be con
sidered in the next chapter.
^"^Dorris, pp. eft., p. 180.
Ih
American Council on Education, The Motion Picture in
Education : Its Status and Its Needs. Series 2, Vol;No.1
(Washington,D.0.: American Council on Education,1937), p. 1
CHAPTER IIIJ
THE; DEVELOPMENT I OF THE MOTION.. PICTURE FOR EDUCATION
The aim of.this chapter is to trace briefly the devel
opment of the motion picture for educational purposesand
to show the extent of its use in education today. In order
to disclose the value of films in the educational field a
brief survey is given of the experimental studies that have
been made and the findings stated.
Many forces and many people have made their contribu--
tions to the origin and development of the motion picture.
Will Hays recognized its indebtedness to seemingly all phases
of life.^
It is a fascinating progression that has brought us the
motion picture as the newest and best way of telling
things, the most direct route alike to the emotions and
intelligence. It began with pantomime, with by-paths in
to the spoken word, and evolved into drawing, pictographs,
and alphabets and painting, and with paralleling evolu--
tions of dance and song and ritua.1 and pageantry and last?-
ly drama. 2
I. THE USE OF THE MOTION PICTURE
Films were first'produced primarily for entertainment:,
but other agencies have come to realize their value and to
utilize them for other:purposes. Benjamin Hampton, historian
of the motion pictures, predicted in 1931 that their extension
^Will Hays, See and Hear. (New York: Moj)ion Picture Pro
ducers and Distributors of America, 1929), p. 5.
222
in : the near future would be in the following little explored
fields :
Firstt, t educational or teaching-films ; second, non—
theatrical, or scientific?, pictures— those midway be—
tween general entertainment and teaching; third, the
organized use of^he screen in presenting a variety of
information including subjects as diversified as sci--
entific and mechanical technologies, household and agri
cultural management", religion, morals and ethics;; fourth,
a larger development in manufacture, ,in foreign countries",
of movies and talkies especiallyyadapted to the desires
and needs of all nationalities and races,^-
Since the motion picture industry has developed and is
progressing at so rapid a rate^ the few years since Hampton*é
writing/has already revealed the trend toward fulfillment of
his prediction. Motion pictures?are being used in many areas
of life. Films for medicine and surgery, health, and social;
hygiene are already in use. In 1926 the American College of
Surgeons appointed a committee to study and classify films,,
ascertain their possibilities, and develop their more effects
ive use. A medical film library has been established at
Columbia University and in other centers. The American
Social Hygiene Association has secured and produced films
for their work. Hospitals, physicians, medical schools, pub
lic health departments, and life insurance companies are mak
ing use of such films. .
The motion picture has entered extensively into govern-
2
Benjamin Hampton, A History ofthe Movies (New York:
Covici Frieda, Publisher:^ 1931 ), pp. 418-19 ••
23
ment'Service in such departments as Agriculture, Labor, the
Navy, War, Education, Commerce, and the Interior. The De
partment of the Interior is using films to preserve histori—
cal facts and these are being placed in the Archives. Films
on American customs, background, standards, and ideals are
being shown to immigrants on in-coming ships
In 1931 there were more than thirty-five., reliable com--
mercial companies producing non-theatrical films and nearlyy
two hundred distributing agencies, aside from the University
Extension departments; school systems, museums; and départe
ments of'the government, distributing non-theatrical films.
They are used mainly in the service of Industry, education,
recreation, and religion."^
The League of Nations, realizing the tremendous scope-
and the many problems involved in the motion picture for in—
ternational understanding and good will, called an Inter
national Congress in Rome during April, 1934, to consider its
great potentialities in the world today.
II'. THE MOTION PICTURE IN EDUCATION
The educators, have not been unmindful of the:potentlal-
-^Anna V. Dorris, Visual Instruction in the Public
Sghool (Boston; Ginn and Company, I927), p. 194..
^Cline Morgan Koon. Motion Pictures in Education in the
United States (Chicago : University of Chicago Press,193477p «79♦
24
ities in the motion picture for the classroom, but the proc
ess of utilizing them has been slower and attended by more
difficulty than in some of the other fields. The securing
of suitable films has been one of the difficulties which has
faced them. Within the past ten years, since educational
talking pictures have been added to the educational market,
remarkable materials in both sound and silent have been prod
uced for school use.5 In 1926 Wood and Freeman secured the
cooperation of George Eastman of the Eastman Kodak Company to
produce some twenty teaching films to be used in their experi
ment to determine the value of motion pictures in the course
of study.G This study and others gave an impetus to the prod
uction of other teaching films. Eastman established in
Rochester a studio for the production of educational film and
placed Dr. Thomas E. Finnegan, former Commissioner of Education
of New York and Pennsylvania, at the head. In 1931, the Hays
organization, the Motion Picture Producers and Distributors
of America, was cooperating with numerous groups of educators,
scientists, and business men to find the right method of
relating textbooks and text films, and of bringing them
into general use.? The American Telephone and Telegraph
^Charles F. Hoban, Charles F. Hoban, Jr., and Samuel B.
Zisman, Visualizing the Curriculum {New York; The Gordon
Company, 1937), p. lW7~
^Benjamin DeKable Wood and Frank N. Freeman, Motion
Pictures in the Classroom (New York: Houghton Mifflin "Company,
19^, 39F"pp.
n
Hampton, op. cit., p. 419.
-25
Company by 1931 had created an educational department for
the purpose of developing schoolroom films • The Fox corpor
ation, Pathe with their Currents Events, and other theatrical
producing companies have entered into the educational field.^
The Yale University Press undertook a project with education
al experts and motion picture experts working together to
produce "The Chronicles of America Photoplays" which rank
among the most outstanding of educational films*
Present status of motion pictures in education. Films
used in instruction can be grouped into seven overlapping '
classifications; (l) those depicting a process, (2) those
demonstrating a skill, (3) those of dramatized events, (4)
those to explain some industrial product, (5) those with emo
tional emphasis, (6) those propagandizing some social situa—
tion or documentary films, (7) those for background..
RecentI trends give an index of the progress that has
been made in adapting such instructional films to the educa--
tional field. In 1935 the American Council on Education in
stigated an Educational Motion Picture Project^ under the
Committee on Motion Pictures in Education, in order to concen
trate the efforts among the educational agencies in solution
of major problems. In their survey of the status of the
R
Lo g. cit.
^Hoban, op. cit.. p. 121
motion picture :inneducation they reported seven evidences of
the pr e s ent 21 r end.^^
The firsttindex was the quantity of projection equip«^
ment tin the public-schools• T^e minimum amount actually owned
by schools and school districtis, in: 1936, was sixty-six hun
dred 16 millimeter projectors and thirty-six hundred 35 milli--
metêr:projectors. Of these approximately eight hundred were:
sound projectors. These figures do notLInclude university
and college equipment or those available through rental,,loan,,
or gift;
The second index is the production activities of the
schools. In elementary and secondary schools over five hun
dred motion picture cameras were found to be used by teach--
ers for producing films for their own classes. In higher
education fields the University of Minnesota, Ohio State, and
Vifestern Reserve Universities have facilities whereby films
are produced for use in their various departments and schools.
Such schools as Yale and University of Southern California
have a department or a series of courses devoted to motion
picture instruction and cinematography. .
The third index is the commercial producing of films'
for educational use. Several universities are producing films
American Council on Education, The Motion Picture i,n
Education:Its Status and Needs.Series 2, Vol.I, No.I (Washing-
ton, D. 0: American Council on Education, 1937), P# 1-2..
27
which may he secured: Yale University series of historical!
and psychological films ; Harvard Films Service of collecting-
and producing in the field of science, particularly; and Uni
versity of Chicago production program of sound films in four*
general divisions of its undergrad.uste instruction.. Com
mercial organizations are busy in the field, such as the Erpi
Picture Consultants, Incorporated, who are producing films
exclusively in the educational field, and the Eastman teaching
films which contain more than two hundred and twenty 16 miLr-
limeter silent films related to school subjects. Within the
pasttyear a movement has started in Hollywood to produce ed
ucational films coordinately with theatre productions.
The fourth index is the quantity of motion picture films
owned by schools and school districts. .In the spring of
1936 the elementary and secondary schools owned some forty
thousand reels,.not including State Departments, University
Extensions, cooperative film libraries, and some five hundred
commercial and Industrial distributors.
Thecfifth index is the growth in film libraries. T#o
State Departments of Education and over thirty University
Extension systems maintain libraries of motion pictures. A
few teachers*■colleges have libraries also.
The sixth index is the growth in the number of districts
employing full-time and part-time directors of visual instruc—
tion. In 1936 there were four hundred districts in the United
28
States.
The seventh indexa, is the introduction of teacher*à
training in the use of motion pictures.and other, visual,
materials for instruction-. In Pennsylvania a laboratory
course of this nature is required for a teacherJs certificate
Elective courses are offered in approximately one hundred
other teacher training institutions -
Experiments with the educational film- The potential
value of the motion picture in educational fields has been
adequately summed up in a paragraph by Gline M. Koons^^
The motion picture is an educational medium-. It in
terests, it influences, and it informs. It reveals new
thought for the mind and provides new worlds in which to
dwell. It gives vicarious experience. It informs more
rapidly than any other media, gives greater detail and
produces retention and maturing effects. Manners, cus
toms, and attitudes are learned from motion pictures.
Social sanctions, religious precepts, and legal standards
are basic subjects for motion pictures, and when correct
ly presented become permanent sources of information..
These facts have been established and evaluated by exper
imentation and demonstration.
Some of these statements are far-reaching in their
implications and may seem to be overestimates of the value
of the motion picture, but many studies have been made with
the film in instruction to determine its value and to solve
some of the problems involved in their use. Any new device
or method used in the training of children must meet the test
^^Koon, op. cit., pp. 17-18.
29$
of scientific investigation.
One of the first groups of experiments was made im
1924 with the aid of a grant from the Commonwealth Fund to
12
the University. Some thirteen educators, working in vari
ous areas of the field, made studies in such problems as:
a comparison of the motion picture when used as an introduc
tion and as a summary; a study of the content of the education'
al film; the comparative value of oral and film instruction
in health education, in teaching physics, handv/ork, cooking,,
and other subjects. . These thirteen experiments revealed de
cidedly that the motion picture has a distinct educa,tional
value for the school room, but that they are better suited to
some purposes and school subjects than to others..
After experimenting in a New York public school,
Weber found that film-aided methods were decidedly more ef--
festive in both specific and inferential learning. The in
crease in learning was believed to be due to the greater
ease of comprehension and a higher degree of satisfaction as
a consequence. He discovered that when the film was used r
as a summary, the effectiveness of the film-method over the
non-film-method was only ten to thirty per cent; but when it
1 2
Frank N . Freeman, Visual Education (Chicago: Univers
ity of Chicago Press, 1924)7 588 pp7
Weber, Picture:Values in Education (Chicago:
The Educational Screen, Incorporated, 1928), 156 pp.
30
was used at the beginning of the lesson, the superiority
was from fifteen to fifty per cent. The conclusion was that
the film should be used immediately after an appropriate men
tal set had been created in the pupil for the topic or problem
to be treated. More recent experiments have revealed the
greater value of using films several times during the course
of study instead of only once. Also, in tests given about
fourteen weeks after the experiment, Weber found that the
advantage of the film lesson was still maintained.
With one exception, scientific studies of the contri
bution of the instructional films to retain or give permanency
to learning show that their effectiveness is greater after a
considerable time has passed than their contribution to im
mediate learning. The exception is the experiment by Knowlton
and Tilton^^ who, using the Yale Chronicles of American
Photoplays, found that, though the film groups retain more
than the nonfilm groups, the percentage of superiority was
greater when measured for immediate learning than when
measured for retention after the summer vacation following the
teaching period. It is hard to determine the reason for the
disparity between these results and those secured by more re
cent experiments with both sound and silent pictures.
.In 1929 Wood and Freeman,with the cooperation of the
^%oban, op. cit. , p. 116.
^%bod and Freeman, op. cit#
31
Eastman Kodak Gômpf;ny-who produced the twenty teaching films
for the experiment, was placed in charge of a study byy the
National Education Association. Eleven hundred children in
more than three hundred geography and science classes in
twelve cities were used. The results from that study showed
that the children in the group.using films in the study of
geography made a gain of thirty-three per cent cover their
competitors in the non-film group; the increased proficiency;
in general science was fifteen per cent for the film group.
In addition, the film-taught pupils showed an increase in in
terest in school work, greater originality, ability to think
accurately, to reason more soundly, an increase in the qual
ity of their reading, marked Improvement in vocabulary, a
clearer appreciation of environment and an extension of exper
iences beyond the immediate environment.
One of the first major experiments with educational
talking pictures was conducted in 1930 in Middlesex County,
England,,under the local Educational Committee and the Nation
al Union of Teachers under the general supervision of the
Psychological and Educational Research Committee of the Exec-
16
utive of the Union. This, however, consisted mainly of
teachers’ opinions and was not very scientific. Clark^?
^^Frederick L. Devereux, The Educational Talking Picture
(Chicago : University of Chicago Press, 1935), p. 6l ff.
. p. 66 ff.
32
for M s Doctor’s study at New York University, compared
sound and silent pictures and classroom lectures in the
Junior College work. This study was very limited and of
little value. In 1931 the Research Staff of the Erpi Picture
Consultants experimented in teacher training in the summer
session at the Teachers College of Columbia U n i v e r s i t y . T8
The number of students was limited but definite contributions
were made. The Harvard talking picture experiment was con
ducted by P. J. Rulon in 1932 in the field of science teach
ing, and revealed the effectiveness of educational sound pic
tures when used as supplementary materials, as did the
Arnspiger experiment in natural science and music.19 The
Pittsburgh studies in 1933 and the L. H. Westfall study in
1934 further revealed the definite values to be realized from
the use of the motion picture. The experiments that the
University of Chicago conducted proved so successful that
motion picture instruction is to be a definite part of their
New College Plan and, with the cooperation of Erpi Pictures,
they are producing more films for their needs.20
Some of the guiding principles for the use of education-
^^Ibld-.. p. 72 ff.
. p. 75.
S. Boucher, "The Talking Motion Pictures," The
Chicago College Plan (Chicago: University of Chicago Press,
1935), "pp. 208-15.
33
al films which have resulted from these studies may be stated
briefly:
l,.If motion picture films are to be of maximum value
in instruction they should form an integrated and regu
lar part ofthe curriculum and classroom work.
2. Films must:have,a definite sequence and must have
pedagogical relationshipsto each other, to the discussion,,
and to the pupil * s reading* They should have a cumulative
effect «,
3 * Films should be used in close relationship to explan
atory discussion and not supplanting other methods.
4. Films are not"to hamper or to be used in place of
text-books.
5. The film must, in its construction, apply valid ed
ucational methods as to language, length, treatment, suited
to interesttand grade level, and others..
6. Motion pictures should depictt primarily action, proc
esses, dynamic situations. They should be so organized
as to set up and solve problems or establish a desirable
feeling tone.
7* Use the motion picture immediately after an appro
priate mental set has been created in the pupil’s mind
for the topic to be learned or the problem, to be solved..
Then enrich with discussion and clinch with pupil’s expres
sion.
Since it was discovered that motion pictures are more;
effective in teaching in certain areas than in others the use
of films may be classified into areas (l) depicting continuity
of processes and events, such as manufacturing processes and
history events, (2) depicting observable action, (3) depicting
unobservable action, such as animated processes and micro
organisms, (4) developing attitudes.
21
- ’ "Hoban, op. cit.. p. 98.
Very little has been done in studying the developments
of attitudes with the use of regular educational films, butt
the effect-of the theatrical motion picture in developing
attitudes has been very thoroughly determined by other otudies..
The most noted and far-reaching studies were twelve experi
ments conducted by the Motion Picture Research Council under
a grant from the Payne Fund. These experiments, extending
over four years from 1929 through 1933, were made to measure
the effect of theatrical pictures on the emotions, attitudes,,
knowledge, health, and conduct of children and young people.
These findings have special significance for the religious
educator and will be considered in relation to the use of the.
motion picture in the religious curriculum.
CHAPTER - IW
MOTION PICTURES IN THE PROGRAM OP THE:CHURCH:
The church has been slow to adapt.the use of the mo—
tion picture to its program, though other visual aids have
been used some time. This chapter discusses the forces
which have promoted the movement toward the introduction of
films for church use. - It traces the development of films
suitable for religious purposes and outlines the present actt-r
ivities of church boards and interdenominational groups in«
distributing film materials and promoting their use. Seven
teen churches were contacted by personal'interview and letter
and the findings are given relative to the nature and purpose^
of use of motion pictures in these churches..
Ii USES OF VISUAL AIDS IN RELIGION
The use of visual aids in religion is nottnew. In
fact, ,the early primitives, who were like children in that
theyywere unable to learn in abstractions, used the visual to
a^large :extant. Their religion consisted largely of the wor
ship of images or inanimate objects to which they gave human
attributes. Later, the prophets of Israel used the object"
lesson very effectively, in leading and teaching the people,
such as the yokes of wooden and iron of Jeremiah and others.
The early priests of the Christian church used a great deal
36-
of symbolism and later dramatization in the religious rituals?.
On analyzing the methods of the Master Teacher,, Jesus-
is discovered using'many visual aids and teaching by means*
of the object lesson. His illustrated parables, are his most:
frequently used method of conveying his teachings to his
learners.. His parables of the sower,.of the Good Shepherd,
of the mustard seed, the pearl of great price, and many others
were all built upon and into concrete illustrations and visual
experiences of the listeners. In fact, Jesus seldom taught:
without : referring to either some concrete object and present:,
situation or one so well known to his hearers that it was viv
idly before their minds as soon as he mentioned it. On one
occasion he set the little child in the midst of the disciples
and used the child as the symbol of the kingdom of God.. On
another occasion he used a well as an object lesson; also he
compared the crowd to a ready harvest, as an illustration of
the work to be done for the kingdom of heaven; the wild
birds, the lilies of the field,,and the grasses were used
to teach the Divine Father’s care. As Jesus sat down with
his disciples on that last:night, he sought to make real by
the use of bread and wine the meaning of his approaching
death and the giving of his life for the principles which he
had taught them.
Throughout the centuries the Christian Church has used
many types of visual aids. The candles, the cross, the
37
altar, and the star have been visual means of portraying the
abstract;. The stained glass windows and the beautiful paint
ings bring their own message in worship and instruction.
Religious education has used many of the same aids as
those used in the public school, though not always as effec
tively. One of the most popular tools has been the stere-
opticon which had its very birth under the auspices of the
church in a Jesuit college in Rome. In recent years it has
proven very effective to use stereopticon slides as an aid
in teaching the meaning of hymns and to illustrate them in
worship services. The writer has had very satisfactory ex
periences with the use of slides. One of the most inspira
tional and worshipful services was in connection with the
use of the colored slides, ’ ’The Other Wise Man,” which were
projected as Van Dyke’s beautiful story was told. Slides
have been used very extensively to teach missions, racial
understanding, to illustrate Bible stories, and Palestinian
scenes, and for many other purposes.
One of the ministers interviewed^ used picture slides
very successfully in a series of evening services on the
theme, "Victorious Living.” A beautifully colored slide of
a picture, such as, "The Light of the World,” or possibly
some lovely out-of-door scene or some life situation, was
,^Harry C. Blatter, First Methodist Church of South
Pasadena, interview of March 8, 1938.
38:
shown on the screen near the end of the sermon* Slides*, .
with the words "Victorious Living" beautifully written on
them, were then projected gradually into the picture at ei’ * ' * ' ^ *
ther the top or bottom,. depending upon the most artistic:
effect.. Thus he had a vivid, beautiful^.symbolic: visual
Illustration of his sermon:and of the challenge he was pre
senting to them to make their lives victorious in specific;
areas;
In the beginning many of these visual aids used wera
crude and of poor quality, but the increased demand for bet?
ter materials and the example of the public: school in this
field have led tora higher* grade for religious: purposes..
The educational principles and psychological techniques of
the public school have been made available to the religious:
educator who heretofore often used unscientific methods;.
The progressive religious leader has discovered thatLthe
visual method is of greater religious value and pedagogical
usefulness than the verbal reproduction of experiences in
many instances* They are learning to illustrate a state
of mind by pictures, to stimulate the inner feelings,,to
create reality for religious ideas and ideals,,and to enrich
2
worship* In the past few years so good materials have
t ^ r r .
2
H. Paul Janes, Screen and Projector in Christian
Education (Philadelphia : The Westminster Press, 1932),p. 36"
39
been provided that many alert church teachers and leaders
use visual materials continuausly.
This century has seen the rise of the motion picture,,
and though the churches are becoming aware of its effective—
ness, and potential value for religious education, its use
has not kept pace with this growing realization. It took
years of experiment and development to evolve satisfactory
church music ; to perfect .and introduce the church organ;
and it takes years of preparation and study to produce an
effective preacher. In the same manner, it takes research
and experimentation to perfect the motion picture for church
use. There are handicaps and problems to be solved at the
present time but the potential value of the motion picture
is so great that the religious leader can not afford to over
look its use.
No single communicative medium in the world’s history
has so universally influenced human behavior as has the
motion picture. Through the ages religion has had its
great preachers, its beautiful cathedrals, its dramatiz
ations, its stained glass windows, its ceremonies, and
its dogmas. But here the influence on emotions and other
patterns of'behavior has been a combination offexperien—
ential media. . Today patterns of children’s play,, patterns
of dress, patterns of attitudes, patterns of speech, pat:?
terns of morality, patterns of life conduct are all influ
enced to some extent by the Motion Picture.5
Charles F. Hoban, Charles F. Hoban, Jr., and Samuel
B. Zisman, Visualizing the Ctirriculum (New York: The Gordon
Xompany, 1937), p. 93.
40
I IL FORGES BRINGING THE MOTION ' PICTURE
TQ:>THE?: ATTENTIONS OP THE QHURGH
There are certain definite-factors or forces which
have functioned to bring,,and are.bringing; the motion pic
ture to the attention of church leaders and which demand
their consideration of it;as a tool in the work of the church.,
Public school use of motion pictures., Scientific ex—
periments in education have shown the effectiveness and ad--
vantages to be gained from the use of motion pictures over
other means o:f’ins true tion and guidance. These studies have
come to the attention of the religious educator and, as he
has seen the widespread introduction of films into the public
school curriculum and has seèn the satisfactory results which
have followed, he has had reason to ask himself why such am
effective-medium should not be introduced into the church
program..
At the same time educators today are saying that the.
fundamental principles and methods which underlie the teach
ing of history are also necessary and identical in the teach
ing of the Bible.. The greater emphasis on character educa
tion and the changed emphasis on the child as the one taught
Instead of the three "R’s", has brought the work of, so called,
secular education and religious education closer together.
The psychological and educational principles which must guide
4$ '
in the development!:.of a child in the'home, .school; or church
are basically the same and the methods and techniques are very/
much alike, .being conditioned by, the ultimate: purpose of aim..
With this emphasis so prominent:todayprogressive religious
leaders have seen the effectiveness oftthe motion picture in
public schoolI teaching and are testing it out in teaching
missions; .the Bible, Christian ideals, and other phases of the
religious curriculum.
Scientific studies. The churches have had not only
the example of the public school and the studies made with
motion pictures in the school curriculum, but studies have=
been made to measure the moral, social, and conduct effects
of films and these were more directly: concerned with the object
ives of the church.. The most notable-and far-reaching studies
were those made at the request of the Motion Picture Research
Côuncil and supported by the Payne Fund, an organization in
terested in the radio, motion pictures, and reading in rela
tion to children and youth. Between 1929 and 1933 outstand—
ing educators and scientists investigated twelve areas and
included such problems as the amount of knowledge gained
and retained from motion pictures by children of various ages;
the types of knowledge most likely to be thus gained and re-
^Henry J. Forman Our Movie Made Children (New York:
The Macmillan Company, 1933)» 3&8 pp.,
42 >
tâ.ined; the extentr,to which motion pictures influence the con--
duct of children and youth,.and particularly/in regard to the
patterns of sex behavior! what effecttthey have upon attitudes
tbward significant! social concepts, standards, and ideals;-the
extent!and nature of their influence upon the emotions ; their
effect upon the moral standards of American life, and whether:
the standards depicted by the films measure up to the average
standards of society ; and the content of current films which
children see, along with a study of the motion picture habits
of children* .
The results discovered were far-reaching in their im
plications and the findihgs were written up in a series of
books. One book was popularly written for the lay reader by
5
Forman and this has helped to make the religious leader:ac—
quainted with the information and conclusions established by
these studies. These experiments were based on the current
theatrical films and they were usually projected in the theatre
Even here the pictures centering in religious themes seemed
very effective in supporting" schemes of moral conduct, stimu-
6
lating to action, and inducing vows to follow such conduct.
The following few paragraphs give a brief summary of the find
ings which are most valuable to the religious educator and
applicable to the work of the church*
g
~^Loc. cit,;
^Herbert Blumer, Movies and Conductt (New. York: .The,
Macmillan Company, 1933), P* 17^
43;
Motion pictures teach, and what they teach remains
for a long time, perhaps permanently•. They color the atti?
tude and conduct of the pupil. At,their best they have a
high potential value in entertainment, instruction, desirable
effect upon mental attitudes and ideals, second, perhaps, to
no medium now known.^ If films were shown including undesir
able attitudes they were just as effective in implanting
these undesirable attitudes as were other films in producing
desirable ones. This was effectively demonstrated when high
school students were tested for their racial attitudes. Aft
er the Students had been tested for their attitudes toward the
Chinese a film was shown which was favorable to this groupv
They were again tested the next morning after seeing the
picture, again five months later ; and finally after nineteen
months there was found a measurable increase in friendliness
toward the Chinese. In using a film which was derogatory to
ward the negro race, the attitude of unfriendliness was found
8
to increase on seeing the film.
Other findings showed that motion pictures powerfully/
stir the emotions and feeling reactions. . They, also, pro
vide patterns of conduct and behavior. SOme of the patterns
of cond.uct and standards of morals which the films presented
opposed those taught by the church and school*. A large num
ber of juvenile delinquents were studied and many of their
'Forman, op.clt.. p. .273
Ibid.. p. 124 ff.
44
conduct and behavior patterns seemed to be directly influenced
by the motion pictures which they had seen. This was espec
ially true of sexual delinquents.
The investigators found not only a measurable change'
in racial attitudes but also in attitudes toward crime and
war produced by pictures in which criminal and militaristic
situations were portrayed. It has been discovered by the
psychologist that a child does not see the entire story or
film as a whole but he is affected by and learns from certain
high points. Thus the question is asked as to whether the
depicting of the lives and activities of criminals, even
though they are punished for their crimes in the end, will
bring the desired attitudes of disapproval. One point is
certain, however, that these undesirable characters should
not*'*depicted in a favorable light.
It was also discovered that the effect/on attitudes
was cumulative and the more experiences with motion pictures
of a particular nature, the more progressive the attitude
engendered by the film. .
An element which many of the teaching films lack is
the dramatic quality , which the theatrical films possess and
which results in their power to arouse the feelings and emo—
tions. This is an important factor if attitudes are to be
changed or affected. The films which are to be used in re
ligious work to engender racial and other social attitudes
45
must contain, therefore, this dramatic element.^
The statement of the findings, as given by Blumer,10
on the effect of motion pictures upon conduct, is very clear
and applicable to religious education.
We have shown that motion pictures serve as a source
of considerable imitation. We have shown the influence
of motion pictures on fantasy and day-dreaming. We have
indicated how motion pictures provide people with schemes
of life, fixed images and stereotyped conceptions of dif
ferent characters and modes of conduct. We have called
attention to the way in which motion pictures may furnish
people with ideas as to how they should act, notions of
their rights and privileges, and conceptions of what they
would like to enjoy. We have indicated, finally, how
motion pictures may implant attitudes.il
These considerations establish motion pictures as an
incitant to conduct . . . they are a form of stimulâtion.12
All these findings have their implications for the work
of building a Christian society and the guiding of progres
sively growing Christian characters. Many religious leaders
have been informed on the conclusions from these Payne Studies
and from other ones, such as the experiments of Alice Miller
Mitchell with ten thousand Chicago c h i l d r e n ,13 the positive
value of motion pictures with children as revealed by the
%oban, op. cit., p. 106.
l^Blumer, op. cit.
lllbid., p. 193 ff.
^^Ibld., p. 196.
^^Alloe Miller Mitchell, Children and Movies (Chicago:
University of Chicago Press, 1929}, 181 pp.
National Board of Reviewed experiment, and the study of the
suitability of films and the conditions under which they were
shown made by the parents and teachers of Rochester, New
York. If such results are forthcoming from theatrical films",
since the character-building qualities are but by-products
of the specific aim of amusementî .the progressive religious
educator may well realize the potential religious, ethical,
and moral benefits which may result from definitely education
al and religious films used with an effective technique to se
cure desired objectives.
Outstanding religious theatrical films. Outstanding
religious films produced by the theatrical motion picture.:
studios have also been a-strong factor in promoting the intro
duction of films into the church program. Of the eight
churches in Los Angeles, v;hich the student contacted relative
to their use of pictures in their program, it was found that
the religious films, such as "The King o f Kings" and "The
Sign of the Cross", were most popular and most extensively
used. Even when these films were seen in the theatre they
were so effective as=to cause the public to ask for more of
that type. The.three most religious pictures are those
produced by Cecil B..deMillè. They are "The:Sign oftthe
Cross", "The Ten Commandments", and "The King of Kings".
They have all been conspicuously successful. "The King of
Kings" has been shown to more than six hundred million
47
admissions and is still being shown throughout the civilized
14
world.
Other theatrical films have been produced on'worth--
while and outstanding themes.. These have carried so )power--
ful a message to the theatre-goer that the churches have taken
notice. However, even among the best of them, they found un
desirable elements, and cutting was necessary before introduc
ing them into the church program. Many pictures, treating
the very finest of subjects, could have been improved if they
had not been produced with only the box-office receipts in
mind. Nevertheless, these have made their contribution to
the process of utilizing pictures for the service of the church
The churches * boycott of motion pictures. The outstand--
ingly low quality of films also helped to bring this education—
al tool to the notice of the church. The educators, religious
leaders,parents, and other thinking people saw how effective
undesirable films could be in influencing low ideas and stand
ards of conduct. The wave of condemnation started about 1915
before the introduction of the sound pictures and had its in--
spiration chiefly from among organized groups of Protestant:
churchmen, and the Federal Council of the Churches of Christ
in’ America began an active campaign to drive out the worst kind
^'^Florence Cole, office of Cecil deMille, letter of
March 16, 1938.
48
of films .^5 Then the Motion Picture Producers and Distribua
tors of America was formed in 1921 by the film industry and
Will Hays placed at its head. The purposes of this associa
tion were thus stated;
...to foster the common interests of those engaged
in the motion picture industry by establishing and main--
taining the highest possible moral and artistic standards
of motion picture production, by developing the education
al as well as the entertainment value and the general use
fulness of the motion picture and by reforming abuses
relative to the industry
Then came the talking film with its even greater, far-
reaching influence. The purpose of the Motion Picture Produc
ers and Distributors, "to maintain the highest possible moral"
standards, was, seemingly, not being realized by a very large:
per cent of the films. In 1931 the "Hays Moral Obde" was
adopted by the industry and Colonel Jason S. J^y was placed
17
in charge to see that pictures conform to the standard.
They still did not conform to the:standards set by education,
parents, churches, and other groups. The Catholic Church
in 1934 launched their Catholic Legion Decency Campaign. In
June immediately following the action of the Catholic Church,
the Federal Council of Churches called a meeting in New York
^^William J. Perlman, The Movies on Trial (New York:
The Macmillan Company, 1936), p. 17.
Will H. Hays, See and Hear (New York: Motion Picture
Distributors of America, 1929), p. 26.
- 17
Perlman, loc. cit.
of the Protestant leaders from over the country and proceed—
ed to organize a corresponding Protestant movement. This
movement was taken up in thousands of communities in every
state in the Union,and millions of people pledged themselves
to see only decent and worth-while pictures. On July 15».
1934, the industry installed its Production cBde Administra
tion at Hollywood, under which a rebellious producer is lia—
ble to a fine of twenty-five thousand dôllars if his pictures
do mot come up to the standards set in the Code
All of this activity and notoriety given the motion
pictures could not help but draw the attention of the education
al and religious agencies to the potential power for teaching
and for good in the films, as well as their power for teach—
ing low ideals and false facts. It also resulted in a larger
number of desirable motion pictures which could be adapted to
church use*
Popularity of motion picture theatres. It is undoubt
edly true that the Decency Campaign introduced the motion pict
ure theatre to people who were not in the habit of attending .
So much stress was placed upon the patronizing of the good
films, as well as refusing to go to see the undesirable ones,
with the result that when a high grade film was shown, people
"Protestant Drive for Decent and Better Motion Pict
ures," (unpublished leaflet of the Federal Council of Church
es of.Christ in America, New York, 1934), Ip.
50
who were not in the habit of attending did support: them..
From the Payne.Studies the report.is that some seven
ty-seven million people attend the theatre each week.. East—
IQ
man, on quoting 1937 figures, states the attendance to be
eighty-eight million people.every week,,of whom thirty- three
million are under fourteen years old. This is three times
the combined attendance upon all the Catholic; Protestant,,
and Jewish churches. These figures give some indication of
the popularity of motion pictures. . Stich popularity has
caused people to stop s.nd ask,"Why?" Atlfirst, some reli
gious leaders introduced films into their church programs as
only a bait and an attendance promoter. Because of the pope-
ularity of motion pictures,,some religious leaders attempted
to "put on a show" and compete with the theatres . The:
churches soon found that they could not compete, but that!
films should be used from higher motives and as a part of
the total program.
New scientific approach. Possibly the main factor
which has promoted the use of the motion picture in the
service of the church has been the new conception of learning
and scientific':approach to the entire program. The modern
conception of learning has forced the religious educator,,
^^Fred Eastman, "Chances the Movies Are Missing,"
Christian Century..50;617. May. 12, 1937..
511
as well as the public school educator, to discontinue his
efforts to merely pass on facts and skills to the pupils
and to search for more adequate means of leading the pupils
in fruitful experiences. The religious leader’s emphasis,
was, for a time, upon teaching about the Bible, the church
creeds, the rituals and other facts, but religion itself, he
thought, could not be taught. Today educators realize that
religion can be taught since the core of the educational
.process is the sharing of experiences under guidance and re—
ligion is a life experience which can be shaped, guided, and
practiced.
The past few years has seen the development of child
psychology and modern educational pedagogy with the child at
the center of|the educational process. Progressive religious
education has seen a new emphasis and new goals in the teach
ing oftthe "child" rather than any factual material. All
teaching is to center in the needs and capacities of the child,
and materials are to be brought to him to utilize as it throws
light on his needs and interests. A whole new emphasis has
been given to the necessity of securing the child’s interest
and having his interest in the process if real teaching is
to take place. It was discovered that knowledge, even Bibli
cal knowledge, alone does not form character. Even after
Of)
p. Henry Lotz and L.W. Crawford, Studies in Relip;ious
E ducation (Nashville: Cokesbury Press, 1931),.p. t5..
52
much effort!was expended in the tteaching certain stories
or experiences from the Bible, or any other material, it
was discovered that they were of little value and did not
teach the learner unless there were elements in the new
material in common with his past experiences, and only when
he v/as able to have some vital experience with the new ex- -
perience being presented to him. All this child-centered,
and experience-centered approach demanded a thorough investie—
igation of old teaching procedures and adoption of new tech
niques ., This has caused many progressive religious educa
tors to look toward the motion picture.
The religious educator has been led to re-evaluate the
factors in religious training because of the new scientific
approach to the subject matter, the new method of grading
material to meet the child’s capacities and needs, the realiz-
tion that the child learns in his total environment and that'
his learning is not confined to a church school or public
school, and that the child learns only at the point that he
can understand and experience for himself, and because of oth
er points of’modern emphasis. The stress on community rela—
tionships by the churches is the result of the realization
that the total environment of the child must be taken into
account.
So as the church seeks to apply the search light of
scientific investigation to its program and seeks to adapt!
53
its educational procedures to modern psychological! principles
and pedagogical techniques, it has found a vital place for
effective visual aids, like the motion picture. Many church
leaders have realized their potential value, but because of
the lack of sufficient suitable material, and of a known
technique, they have not been able to utilize: them in their
programs. .
In the last few years the forms and experiences of
worship have been receiving scrutiny and many changes are
taking place. The sermon has come in for its share of anal—
ysis. A new emphasis is being placed on symbolism in the
church service. Aq new forms are considered this brings the
motion picture up for analysis. One minister, who has been
using motion pictures as one of the tools in his church pro—
gram, made this statement :
Nine tenths of the churches in America are facing the
Sunday evening problem as the greatest problem in their
existence, and, for such churches, motion pictures ade
quately portraying real drama from standpoint of charac-p
ter-building, would be a real solution of their problem.
Availability of suitable films and equipment. One of
the problems and handicaps to the use of motion pictures by
the churches has been the lack of suitable films and the ex
pense involved in securing films and equipment. This is
^^Henry Slater, First Methodist Church, South Pasadena,
interview, March 8, 1938.
54
especially true in the finding'of suitable:films for worshipp
services. However, the improvement in theatrical films,alone,,
has been so marked in the last few^ years that churches have
been able to utilize many more of them in various: phases of!
the programs. The larger number of suitable films has pro
moted the use of films by churches, which in turn has created
a demand for good films. In 1930 and 1931 new equipment att
lower prices entered the market. The new sixteen millimeter
films and projectors are proving to be an additional incentive
to both the school and the church. Except:for exceedingly
large congregations the sixteen millimeter film is proving
very satisfactory, it is less expensive, and can be project-^
ed without a licensed operator or a fire-proof booth.. Such
films as "The King of Kings" have been put.into the sixteem
millimeter size. The recent development of sixteen milli—
meter films with sound will probably be even a greater factor,
in introducing motion pictures to the churches.
The supply of suitable films is not at all adequate to
meet the demand but the fact that:the demand is increasing
will be a factor in stimulating further production. It" is
probable that the studios producing theatrical films will be
producing additional religious films which can be utilized
for church use because of the success of religious plays on
Broadway during the past season.studios watch the
2^Florence dole, office.of Cecil B.,deMille; letter
of March 16, 1938.
55
trends and produce pictures on the subjects of seemingly, pre
dominant interest;
Illi. MOVEMENT FOR PRODUCTION AND PROMOTION
OF RELIGIOUS FILMS
As has been mentioned, the churches recognize the fact
and are handicapped by the lack of suitable films* From
the interviews with ten church leaders of eight Los Angeles
churches and from nine church leaders contacted by letter
it was discovered that they all felt.with but one exception
that the supply of suitable films was not sufficient, to
meetttheir needs. The one church leader who found sufficient
films was using them for a once- a-week recreational evening
and with some cutting he felt he was able to secure a very
satisfactory supply for this purpose. It is not to be ex
pected that materials best adapted to church use will be
produced as rapidly as those for other fields where greater
financial profits are involved. No worth-while material is
produced immediately but time for development must be al
lowed. There are certain steps, however, which can be pointv
ed out in the evolving of suitable supply of films for church
use.
Educational and commercial films. Already the educa
tional field has set about to secure films for its work.
Some of these agencies at work have been referred to in the
5^
the preceding chapter. M^ny of these films are adaptable
and suitable to church programs, such as the ones distribu
ted by the Erpi Picture Company and the Eastman Teaching
films. One church which was studied is able to secure films
each week for a mid-week group from the State University ser—
vice. Many other educational distributors have films
suitable for certain phases of the church program. Very
fine results may be secured from these films if they are ap
proached in the proper way. Mary Beattie Brady,director of
The Harmon Foundation, which will be described in detail later,
describes the various approaches which may be made by using
24
one of their films,"Streams", as a concrete illustration.
If this picture was being used in the school literature class,
it could be linked with the study of poetry and rhythm.. If
it were used in a program in a club, the approach could be from
the point of view of art expression. In a Sunday evening
service of worship the film could be used most effectively
to bring the message of God in nature; the place of beauty in
human life; water, the living stream, as compared with man’s
soul; and other ways.
So the church, before material other than theatrical
films, was available for its particular use, turned to the
, à. Merrill, Immanuel Presbyterian Church, Los Ang
eles, interview, February 22,1938^
24gary Beattie Brady, Harmon Foundation, letter of Jan
uary 18, 1933.
57!
educational film and read into it the spiritual approach.
Religious meanings can be built into a lovely picture just
as a beautiful sunset or any lovely scene may have spiritual
significance for him who is able to see in it the handiwork
of the Creator.
Some church groups have been able to utilize the com
mercial films, meaning those films produced by such industrial
concerns as the Bell Telephone Company to show the working of
the telephone system, the automobile companies’ films showing
the processes in making a car, and other advertising pictures.
Some of these films have enlightened the public on certain
phases of modern industry but their use' is very limited. They
were used, however, during the period of the development of
more satisfactory materials. In some instances they can
be used very effectively as industrial parables from which
the minister may draw a social lesson.
Motion picture foundations and departments. In 1935
William E. Harmon founded the Religious Motion Picture
Foundation, Incorporated, for the purpose of assisting the
25
churches in adapting the motion picture medium-to their use.
At first, he had in view the making of artistic, reverential
and inspiring interpretations of Biblical content which could
’The Church and the Motion Picture as a Tool’ , ’” (un
published leaflet of the Religious Motion PictureFBundation,
I-^'^c.), p. 2.
58
be used in a Sunday eveniing service of worship. However,, it!
was discoveredcthat churches did not all desire films for the
same purpose, nor was,there:any adequate method of distribut
ing such pictures.. The churches had no adequate system of
financing films and were in the habit either of taking a col--
lection for films used in archurch service, or of charging an.
admission price for those used for entertainment*.
It became necessary to experiment with a wider range
of types than Bibl-ical pictures and with films intended for
use in all of the church activities. So pictures of strict
ly religious nature for worship services, material useful for
mission study, films on the history of the church, subjects
of moral and ethical nature,,and films on racial and interna
tional aspects were produced and treated from the Christian
point of view.
Since the death of Harmon in 1928 this experimental’
organization has been taken over and become a subsidiary of
the Division of Visual Experiment .of the Harmon Foundation,,
140 Nassau Street, Nevf York City. Since 1932 the experimen
tal work has been increased and intensified. The specific
26
objectives of this department of the Foundation are :
1. To produce socially valuable motion pictures fon-
educational and church use.
"Motion Pictures for Schools, Churches, Clubs" (New
York: Harmon Foundation, Incorporated, Division of Visual’
Experiment), 6pp.
59
2^.Tooencourage/educational, civicrminded, and reli--
gious organisations to make their, own motion pictures,, and
to cooperate with them on all phases of: production and
distribution.
3# To aid schools and colleges in developing motion
picture-making by students and faculty as a creative act
ivity which willlhave potential economic value for the
individual and the added social value of training future
leaders..
4. Td serve as a clearing house for information on the
most effective use of motion pictures and other visual
aids in church, educational, and related fields ; on films;?
obtainable; on current developments in equipment, on or
ganizations and personnel available for the production
of films. .
5*.To promote distribution of socially significant
films, and to encourage formation of cooperative regional
film libraries as distribution centers..
6. To encourage international exchange of authentic:
visual material.
This Foundation is not solely interested in the pro—
duction and distribution of films, but in promoting the use
of motion pictures in the churches and other educational
agencies in all ways possible. They have made a very valua--
ble-contribution to the development of the religious field.
Most churches who are using films have contacted the Harmon
Foundation at some time for valuable help and advice. Manyf
church leaders, however, have criticized a large number of
films oh the bases of technical and artistic standards.. Most!
of the churches: are beginning to demand pictures which are
technically and artistically as perfect as the theatrical films.
In order to produce films of this type the outlay of expense
60
is very high and the church demand, up until now, has not been
sufficient to vfarrant such expenditures. Many church leaders
insist that it is impossible to achieve the desired effect
with films which are technically inferior to the theatrical
films which are so well known by the members of the congrega
tion.
It has been discovered, however, that various religious
leaders using the same film secure different results, depend
ing upon the skill and technique in presenting the film. If
a picture is used just as "a show,*^ the technical imperfections
will be very conspicuous, but as an aid along with other in
struments of instruction, it may be very effective, though
technically below the theatrical standard. Also, it is easier
to secure satisfactory value from a technical imperfect film
in a study and discussion group than in a worship service where
one of the standards for modern worship is that every phase
of the service must be artistically perfect. These criticisms
on the part of church leaders, however, are encouraging signs
of their awareness of the field and of the increasing demand
for religious motion pictures.
The Federal Council of the Churches of Christ in America
has been previously mentioned as heading the Protestant move
ment for better films. The Council organized a committee on
motion pictures and this group has made its valuable contribu
tion in the movement for church utilization of motion pictures.
61
Worth M. Tippy, chairman of the committee, gives a summary of
the work this committee has attempted to do and their objec
tives : 27
(1) The comraittee has familiarized itself with the
production, distribution, and social education of
spiritual values of films.
(2) Keeps in touch with the industry in New York
and Hollywood.
(3) Joined in the Decency Movement.
(4) Watches propaganda in films and brings influence
to bear from time to time.
(5) Is connected with the General Committee of the
National Board of Review.
(6) Sponsors Better Film Councils and encourages
the cooperation of the church in such groups.
(7) Furthers the development of education in motion
pictures selection and appreciation in churches.
The Federal Council has undoubtedly made its largest
contributions in directing the Protestant Decency Campaign
and through its activities in the organization of Better Films
Councils which work locally with the churches and other com
munity organizations. These Councils have furnished valuable
information to the churches and assisted them to secure the
materials and equipment necessary for the using of films. The
Federal Council Committee has not had a Film Service Bureau,
though it has stated a desire to do so as soon as it can be
f i n a n c e d , 28 but it has given information to church groups as
Worth M. Tippy, Federal Council of Churches in
America; letter of January 15, 1938.
Harold M. Robinson and others, "Better Film Council,"
(unpublished pamphlet of the Federal Council of Churches of
Christ in America, New York City, 1933), p. 5.
62
to where suitable films may be secured. It has also encouraged
amateur church productions.
The Y.M.C.A. Motion Picture Bureau has been very active
in providing films on all subjects for several thousand
churches over the country. They first felt the need and de
mand for films for church use before there were any religious
pictures specifically for church use. They secured industrial
and educational films which could be used as illustrative
material and made suggestions as to how they could be adapted.29
As films of religious themes have been produced, they have
secured them to distribute through their Film Service. Their
catalogue lists a very large number of films available for
churches, schools, colleges, Y.M.C.A. 's, clubs, community and
industrial organizations.
At the Educational Commission meeting of the Inter
national Council of Religious Education on February 10-11, 1937,
a committee on Visual Education was appointed to investigate
the possibilities in the field of visual education for the
International Council and to recommend a course of action to
the Central Committee at its next meeting.This committee
29 George J. Zehrung, Motion Picture Bureau of National
Council, Y.M.C.A.; letter of March 3, 1938.
Paul Vieth and others, "Report of the Special Com
mittee on Visual Education to thevEducational Commission of
the International Council of Religious Education," (unpublished
report. New York, 1938), p. 1.
63
is continuing its work and will undoubtedly make a valuable
contribution to the field and further stimulate the introduc
tion of motion pictures into the churches. There is a general
recognition, on part of the Council members, of the need for
the training of church leaders as to the purpose and value of
motion pictures, how to use them effectively, and where to
secure needed materials; second, the need for the Inter
national Council to exercise the same responsibility for film
materials as they now do in the production of lesson mater
ials; third, the need-for the formation of an interdenomina
tional system of distribution readily accessible to the
churches. The program, which is being launched by the com
mittee to meet these needs, is an extensive one, and should
be a valuable factor in the solution of these problems.
There are other interdenominational or non-denominational
agencies at work in the field, which are making their contri
bution to the production, distribution, and promotion of films
for church use. The National Council for Prevention of War
has a moving picture department to encourage the use of films
for peace education and to analyze the current films as to
their war or peace attitudes. From time to time they put out
a bulletin concerning the effects of the current films and
recommending certain action on the part of peace-loving groups.
Albert Benham, editor, "Bulletin on Current Films,"
(unpublished bulletin of the National Council for Prevention
of War, Washington, D.C.).
64
The W.O.T.U. also places a strong emphasis upon the value of
visual education in their teaching of temperance. Many ef
fective films can be secured through the state offices from
their department of visual education.
There are many other interdenominational producing and
distributing sources of motion picture films. A list will be
found in the Appendix, but these organizations mentioned had
made definite contributions to the development of the motion
picture in the church and religious field.
Denominational church boards. In this process of pro
moting the use of films and securing suitable ones for the
churches, denominational boards had made a definite contribu
tion. Though the local church first used motion pictures
more or less as a bait, the denominational boards soon saw
their value for the teaching of missions and for service pro
motion. In a similar way the plays and pageants written by
the denominational boards were used, at first, largely to
"propagandize" for missions and other social service activities
of the church. Too many times the true message of the drama
or film was secondary, and the propaganda emphasis was "dragged
in" or "tacked on" in such a way to spoil the educational value
of otherwise fine material. The denominational boards, in
time, came to realize that the value was in the educational
effectiveness and content of the film itself. If the teaching
value of the film was allowed to work unhampered, the people
65
would be motivated to give and support the worthy activities
of the church, a motivation based upon true interest and
knowledge produced by the film*
So the Home and Foreign Mission Boards of the various
denominations were the first to promote the use of motion
pictures. Many of the church boards have not as yet extended
their work beyond this phase of their program. The Presbyterian
Church in the United States has probably done more along this
line than some others. The Board of National Missions and
the Foreign Board have each produced or sponsored the produc
tion of films for their respective areas.
The Northern Baptist Convention has designated the
visual education activities to their Council on Finance and
Promotion, and the field is to include just the missionary
and benevolent work of the denomination. They send out some
one thousand to fifteen hundred bookings of their films a
year. Use of films in religious education is not included
in this activity, but many in the denomination feel that it
should furnish films for this purpose.
The Protestant Episcopal Church has done some creative
work, and most outstanding is the film giving the history of
their church in America, produced with the cooperation of the
Harmon Foundation and the Diocese of New J e r s e y . ^2 The United
Mary Beattie, Harmon Foundation; letter of January
18, 1938.
66
Lutheran Church has just completed a sound picture in con
nection with their approaching fund-raising campaign. The
Lutheran Synod of Missouri is attempting to make a one
hundredth anniversary presentation during the present year.®®
The Methodist Episcopal Church has a department of visual
education under the Board of Education, and they distribute
both films and slides for the purpose of informing the local
churches concerning its benevolence program. This department's
appreciation of the value of the visual method is stated by
Hiram G. Conger, director of the Department of Visual Educa
tion, where he writes
We are trying to visualize to our people the problem
which they have to face and the program (benevolence
program) being carried on by the church, together with
the results being achieved, and we have had continually
reactions from the churches telling of the very great
help that these visual aids have been in accomplishing
this purpose.
The Methodist Church, although the Department of Visual
Education realizes the value, has not yet entered into the
direct teaching field with the motion picture film other than
its social service activities. In light of the growing demand
for films for all phases of church activity, and since the
lower cost of equipment will make it possible for more churches
to secure it, the denominational boards may soon find it worth
Loc. cit.
Hiram G. Conger, Department of Visual Education of
the Methodist Episcopal Church; letter of March 4, 1938.
67
while to extend their materials and activities into more ex
tensive areas of the church program•
Universities and colleges. The schools of higher
learning throughout the country have not been unmindful of
the value of the motion picture in religious fields as well
as in public education fields. A few theological seminaries
and schools of religious education are attempting to train
their future religious leaders in the use of such a valuable
aid. Yale Divinity School has had, under Paul H. Vieth, for
the past three years a seminar on the use of projected pic
tures in the service of the church, and Yale has also been
experimenting with production of films for three or four years.
Two other theological schools are considering such courses in
the near future.The Hartford Theological Seminary has been
conducting this year a course in the value of visual education.
Ohio Wesleyan University, in cooperation with the Harmon
Foundation, produced its first film in 1935.^® It was first
planned as a Biblical picture but certain difficulties present
Paul H. Vieth and others. Visual Aids in the Service
of the Church (New York: Harmon Foundation,ïno., 1937), 32 pp.
Brady, cit.
r z v j
Harry S. Myers, Northern Baptist Convention; letter
of March 9, 1938.
William 1. Rogers, "Ohio Wesleyan Inters the Movies,"
reprint from the Ohio Wesleyan Magazine, April, 1936.
68
at the time made it advisable to try something simpler. They
produced what -is^ called-a—"life Situation" motion picture,
meaning a picture centering around an ethical, religious, or
social problem, and so presented as to arouse discussion.
Another of such type was produced at Princeton a few years
ago.^^ Other universities have done some producing but
largely in experimental work for their own students and of
their campus activities.
Local church producing. One of the most surprising
and interesting production activities has been in connection
with that of local churches. Six out of nine churches con
tacted by letter have completed or are planning some creative
film producing among their groups, and five out of the eight
Los Angeles churches are also. All the leaders, with one ex
ception, felt that the creative work done by the church was
of value. The Motion Picture Committee of the Federal Council
of Churches of Christ in America has encouraged, for some
time, the organization of film clubs and amateur production
groups within the churches. Another ardent supporter of
creative producing, who is carrying on such activities in his
own church, writes:
I think that the project of making a movie provides
a setting for Christian education, as religious drama.
Mary Beattie Brady, Harmon Foundation; letter of
March 18, 1938.
69
and it betters drama in part, in that it can be pro
jected again and again.40
Some very interesting work has been done by local
churches for various purposes, but largely for promotional
activities, such as filming the activities of all the organiza
tions in the church to present to the entire church constitu
ency and to gain support, leadership, and financial response
to the program. Other films have been produced for enter
tainment, a few for worship purposes, and a very few for
teaching. These endeavors will be presented in greater detail
in a following chapter.
One very unusual situation was discovered in connec
tion with a Methodist church in Cincinnati, Ohio. Here the
minister, as a hobby, has built up a film library of 16 mm.
sound-on-film pictures worth $20,000, and employs a staff of
three people to handle the distribution to churches, schools,
individuals, and, lately, d.ealers.'^^
Religious motion picture companies. Hvery church
leader using films, who was contacted in this study, felt
that they could do much more with motion pictures in their
churches if there was a larger supply of suitable religious
films. Some of them who had used the films of these various
Dwight S. Large, Court Street Methodist Church of
Flint, Michigan; letter of March 8, 1938.
Karl W. Scheuf1er; letter of March 3, 1938.
70
other organizations, foundations, and denominational depart
ments felt these films were inadequate for many purposes be
cause of their artistic and technical imperfections. This
has been especially true in the Los Angeles churches where
the members of'every congregation are so conscious of the
achievements ofithe studios along technical lines. The church
leaders have been equally aware of the shortcomings of films
produced by the studios for theatrical purposes. "Even in
the best of commercial [theatrical] films will appear some
objectionable element" is the common experience of church
leaders, as expressed by Dr. Fagerburg of the First Baptist
Church of Los Angeles. He has used films successfully for
Sunday worship and mid-week groups for several years.
Knowing these handicaps to exist in the present supply
of films for church use, there has been attempts to form com
panies which would produce religious films technically and
artistically as perfect as theatrical ones. However, it costs
a great deal of money to produce and support such an under
taking, and adequate support was not available. However,
recent attempts are being made which may prove to be success
ful. The Los Angeles Times for December 6, 1937, carried a
notice of the formation of a religious motion picture company
in England-and of its dedication by the Bishop of Litchfield.
Frank B. Fagerburg, First Baptist Church of Los
Angeles; interview of February 24, 1938.
71
Another company is being formed at the present time in
Hollywood, headed by Ralph Jester who has worked with Cecil
B. DeMille, Paramount Studios, and in the production of educa
tional films; by Charles Breasted, who was born in Egypt,
knows the background of the Bible, and is securing properties
and equipment from the Holy Land for the Biblical films; and
by James K. Friedrich, an Episcopal clergyman^ and the leading
spirit behind the projectThe first productions of this
company will be the beautiful parables of Jesus, filmed in
fifteen- and twenty-minute short reels. The first release is
expected in October for "The Good Samaritan." If the short
parables prove financially successful, full-length religious
productions will be produced from time to time along with the
shorter productions. Friedrich states that the purpose of
this new company is "to tell the story of the Gospel beauti
fully, and vividly, and with power.
It is planned to use the best technique possible in
these pictures which will be available in both the 35 mm. and
16 mm. sound film. The company will not be connected with any
present motion picture firm and is dedicated to the making of
religious films only. It is planned that the films will be
released and distributed through the Bell and Howell Company,
James K. Friedrich, Religious Motion Picture Company,
Hollywood; interview of March 10, 1938.
^ Loc. cit.
72
and that they will be available, both for rental and for sale,
to churches and other groups.
IV. PRESENT USE OF FILMS BY THE CHURCH
As has been mentioned before, the early use of motion
pictures by many groups was as "baits" or only as attendance
promoters. Some churches felt that they should try to compete
with the theatres but they soon found that films had a definite
and unique place in the program of the church and should not,
and could not, be used in competition.
Reasons for use. Of the seventeen churches studied by
the student, sixteen of them gave very definite reasons for
the introduction of motion pictures into their church programs.
Those who gave the less desirable reasons, such as "to increase
attendance at church gatherings," included this as a minor
reason accompanying several more important ones.
The ten different reasons with the number of church
leaders who subscribed to each are listed in Table I. The
last three reasons listed were seoired through correspondence
and referred to particular situations with specific problems,
and would undoubtedly come under the value of motion pictures
educationally or the value of the visual approach.
Nature of use. Of the seventeen churches studied as to
their use of the motion picture, it was discovered that
73
TABLE I
REASOHS GIVEN BY THE LEADERS OF SIXTEEN PROTESTANT CHURCHES
FOR INTRODUCING MOTION PICTUEE INTO THEIR PROGRAMS
Reasons Given
Number of
Churches
The educational value of motion pictures;
a power educationally 10
General interest to people; increases
general interest 7
To increase attendance at church gatherings* 4
The worship and inspirational value of
motion pictures 5
Value of the visual approach, of
visual education 2
Value as wholesome entertainment E
To reward children for attendance 1
To provide a worthwhile summer program
for children and one suitable for all ages 1
A change from the usual, an effective and
different way to bring a message 2
Effective medium of expression with a story
appeal for all classes of people 1
* Given in each case with several other reasons.
74
experiments and visual activities were being carried out in
practically all groups and all phases of church life. No one
church, however, was using films very extensively throughout
each of their groups, but rather they were concentrating on a
few groups and a small number of activities. The specific
purposes for which films were used by the churches in their
group activities have divided into four general headings:
worship, teaching, recreation or entertainment, and service
or service promotion.
Table II lists the eleven groups or phases of the
churches’ programs where films have been used during the past
year, gives the number of churches using films with such groups,
the primary purposes for which they were specifically used,
and the number of churches which have used films for such a
purpose. Many times a church used films with one of its groups
for different purposes on different occasions. In a very few
instances, both service and teaching purposes had to be listed
since both were primary purposes; otherwise only one purpose
was given. The teaching purpose received the most frequent
attention with a total score of thirty-four points computed
from the total number of groups using films for teaching in all
their various churches. Entertainment films received a total
score of twenty-six points; service of thirteen points; and
worship of nine points.
75
TABLE II
THE GROUPS USING MOTION PICTURES IN SEVENTEEN PROTESTANT
CHURCHES AND THE PURPOSES FOR TOICH THEY WERE USED
Total
no. of
Ohurches
Church
Groups
Purposes
No. of churches
using films for
each purpose
11 Sunday Worship 6
Evening Teaching 8
Service Service Promotion 3
6 Young People’s Teaching 6
Meeting Entertainment 2
8 Mid-Week Entertainment 5
Group Teaching 6
Meeting Service Promotion 2
5 Sunday Church Teaching 5
School Worship 1
3 Vacation Worship 1
Church Teaching 3
School Ent er t ainment 1
3 Regular recrea Entertainment 3
tional night
2 Children’s or Worship 1
Junior Church Teaching 2
Service
3 Club Entertainment 3
Groups Teaching 2
3 Men’s Group Entertainment 1
2 Women ’ s Teaching 2
Group Service Promotion 2
8 Special
Occasions
1 Int e rnat i o na1 Entertainment 1
Night
1 Parent-Children Ent ertainment 1
Night
76
TABLE II (continued)
THE GROUPS USING MOTION PICTURES IN SEVENTEEN PROTESTANT
CHURCHES AND THE PURPOSES FOR WHICH THEY WERE USED
Total
no. of
Churches
Church
Groups
Purposes
No. of churches
using films for
each purpose
1 Choir Group Entertainment 1
2 To the Service and 2
Shut-Ins■ Entertainment 2
4 Annual Church Entertainment 1
Meeting* Service Promotion 3
4 Showing Entertainment 3
Church-Produo e d Service 1
Films Not given 1
*
The films shown on these annual occasions were motion
pictures produced of their own church members and activities.
CHAPTER V
THE USE OF MOTION PICTURES IN WORSHIP
It is the purpose of this chapter to determine in what
ways and to what extent the motion picture may he used to en
rich the worship services of the churches. The primary mater
ial is based on the experiences with films for worship in seven
teen Protestant churches and upon one hundred and twenty-eight
questionnaires which were checked in an evening service at the
First Methodist Church of Hollywood, California. Additional
suggestions and experiences were secured from denominational
headquarters and interdenominational leaders. After analyzing
these experiences and reactions, definite principles and tech
niques are formulated for the use of motion pictures in worship.
I. MOTION PICTURES AS AN AID TO WORSHIP
As the traditional methods and procedures of worship are
scrutinized, and new aids sought to meet the needs of a chang
ing world, the motion picture is being considered and tested
for its worship possibilities in many churches. Since worship
primarily deals with the emotional phases of personality, many
feel that the motion picture should be an effective means through
which the worshipper may be guided into more vivid worship ex
periences .
Of the seventeen churches studied, thirteen have used
78
motion pictures in worship services, either as a direct aid
to worship or in a worship setting with films used primarily
for teaching. Six of these used films in the Sunday evening
services for the primary purpose of worship. Among these
churches motion pictures for worship were used also in the
children’s church, the vacation church school, and the Sunday
church school.
There was discovered some difference of opinion as to
the value of films for worship.* Only two of the leaders of
the seventeen churches felt that the use of films in worship
was a mistake. One reaction was secured by correspondence^
and it was difficult to evaluate his opinions and experiences.
His purpose given for using films was "to increase the general
interest in worship by increased attendance.”^ His attitude
seemed to be that if films were used, it necessarily meant
competing with the theatre and, since this was impossible with
the present grade of film, he preferred another medium of ex
pression.
When I want visual aids for my message in the church,
I will use the still picture of the very best grade of
photography and best coloring, such as accurate and cor
rect reproductions of the masterpieces, and here I can
compete with the motion picture. Also, I can present
the message effectively.^
^ Willis S. Rowe, Methodist Church of Chagrin Falls,
Ohio; letters of March 7, 1938.
^ Loc. cit.
^ Loc. cit.
79
His emphasis on the poor quality of the films available
for church uses, and on the attitude with which the people
came to the service when a film is shown, are common diffi
culties encountered by all leaders using films for worship.
Most of the other leaders, however, felt that by proper tech
niques the "movie mind," or the attitude with which individuals
attend the theatre, can be at least partially eradicated, and
that the value realized from the use of pictures, with an ef
fective approach and methodology, justified their use. None
of the other leaders felt that the church needed to compete
with the theatre, but that films have a unique place in the
church program of their own. If an attempt is made to "put on
a show" with poor quality of pictures, the people find the ef
fect disappointing indeed, as they compare them to theatrical
performances. All church leaders are looking forward to the
time when a better quality of films will be available for wor
ship, but in the meantime most of the leaders contacted are
attempting to secure the best ones available and use them as
effectively as possible.
One other minister felt that films were a mistake in a
worship service.'^ He, too, felt the difficulty of securing
suitable films and the handicap of the "movie mind” of the
congregation with its non-worshipful attitude of approach.
^ Frederick B. Trotter, First Methodist Ghurch of
Huntington Park; interview of March 8, 1938.
80
He, however, had not attempted to use films for worship but
based his opinions on the situation he found in one of the
churches where he went as a pastor, following a minister who
had used films in the church for five years prior to then.
A large attendance was secured when films were shown, but, he
stated, that it had not built up the membership. If motion
pictures are used, they must be a part of the total movement
and aims of the church. Since they had not added to the mem
bership, he felt that they had only drawn a crowd and had not
contributed to the aims of the church. He, however, used on
occasions world service and missionary films in the evening
service, and found them very effective educationally.
When the film, "The Crusader," was presented in a Sunday
evening service in the First Methodist Church of Hollywood,^
questionnaires were presented to the congregation to secure
their reactions to the film. There were one hundred and twenty-
eight returns and forty-one persons wrote in special comments.
It is realized that many people who do not favor the use of
motion pictures in a service will not attend. The time allowed
for checking the questions was very brief, and most of them
were checked at the time of the taking of the offering in the
middle of the film. The most inspirational and teaching value
in this particular film was at the end of the picture. All
^ First Methodist Church of Holljrwood, California; ob
servation of evening worship service, March 27, 1938.
81
these facts were a hinderance to the securing of accurate
information, and had to be considered in evaluating the results
On this occasion the sound effects were very poor and
that strongly affected the results of the service. There were
only two persons, however, who stated objections to the films
in the sanctuary on Sunday evenings, although several ques
tioned the value of the particular film used.
While the attitude against the use of films in the
Sunday evening worship service was found among a few church
leaders and among members of the congregations, this group was
decidedly in the minority. One minister,^ who had been trained
at Yale Divinity School in the use of visual aids, was not cer
tain as to their effectiveness in creating "worship feelings
or reactions," yet he found them very effective as "an educa
tion means of getting over to child and adult groups character-
building and religious facts.”* ^ He used them very effectively
for fifteen consecutive Sunday evenings during the summer
months, preceded by a lovely worship service and as the basis
for the sermon comments which followed. It is true that the
'
same point may be said against most sermons, that they are not
stimulative or creative of "worship feelings or reactions."
They are the thinking part of the service and should be
^ Dwight S. Large, Court Street Methodist Church of
Flint, Michigan; letter of March 8, 1938.
7
Loc. 0xt.
8E
educative.
This type of service may be called an "instruction
service"® and the technique is very similar to the strictly
worship service; however, other methods used in the class
room could be introduced to good advantage. Instruction ser
vices have been conducted by other ministers where industrial
films were used as parables to illustrate the social teachings
of Jesus. These will be discussed further on in the chapter.
The results of the questionnaire used with the film,
"The Crusades," seemed to indicate that this picture was of
more value for an instruction type of service, possibly, than
for the purpose of worship. In checking the effect of the
film upon the feelings, the largest number of checks were
given to "stimulating to thought," which should not be a
primary reaction in worship. However, the next three feeling
reactions receiving the highest number of checks are worship
responses. Undoubtedly some of these answers reflected the
experiences of the individual in other worship services where
better projected and"more worshipful pictures were used. The
percentage score for each feeling reaction is listed on
Table III. They are of value only in so far as they harmonize
with other questions asked, since it is difficult for people
to judge their own reactions objectively.
® H. Paul Janes, Screen and Projector in Christian
Education (Philadelphia: ^he Westminster Sress, 1932), p. 111.
83
TABLE III
NUMBER AND PERCENTAGE OF CHECKS GIVEN TO THE EFFECT OF THE
FILM, "THE CRUSADES," UPON THE FEELINGS OF 128 MmBERS OF
THE CONGREGATION
The Feeling Reaction
Number
of checks
Percentage
of total checks
Stimulating to thought 37 20.6
Inspiring 26 14.5
Challenging 26 14.5
Emotionally stimulating 20 11.0
Entertaining 19 10.5
Tiring 15 8.3
Stimulating to prayer 11 6.1
Stimulating to action 9 5.0
Boring 7 3.9
Enriching 5 2.8
Restful 2 1.1
■ Over-stimulât ing 2 1.1
84
Other church leaders feel that since motion pictures
are emotionally stimulating, as are all true drama and art,
and this fact has been proved by the Payne studies with
theatrical films and other experiments, they should be con
ducive to worship if suitable good quality films are used.
"It seems clear that the forte of motion pictures is in their
emotional effect,is the finding of Blumer from his studies*
Three leaders gave, as their purpose for introducing
films into their churches, the inspirational and worship value
of pictures. Some of the oral responses and written state
ments of church leaders, favorable to the use of motion pic
tures as an aid to worship, are as follows:
• • • the use of motion pictures should be con
sidered that of a tool for creating attitudes of wor
ship.!®
The visual is very effective, more effective than
telling the story the film portrays or giving the
thoughts in a sermon.!!
Very satisfactory for all desired purposes. Use
for worship is greatly limited by the supply of
religious pictures available.!^
^ Herbert Blumer. Movies and Conduct (New York: The
Macmillan Company, 1933}, p. 198.
H. Clifford Northcott, Methodist Church of Champaign,
Illinois; letter of March 14, 1938.
Glenn Phillips, First Methodist Church of Hollyivood;
evening worship service observation of February 27, 1938.
Clinton D. Bowman, First Presbyterian Church of East
St. Louis, Illinois; letter of March 15, 1938.
Very effective if right films are found • . .
85
13
A person gets something from a religious film in a
religious service that he can’t get from a film in any
other place. The setting and.atmosphere make him
receptive.!^
Films have inspirational value . . • Effective
instrument [is] in motion pictures to lead persons in
worship.!®
The very setting of a service with motion pictures and
the atmosphere of projection should be an aid to worship. The
situation of semi-darkness, with the point of interest il
luminated, conditions the reactions of the congregation and
minimizes the possibility of distractions. A person’s emo
tional reactions are affected by lighting conditions, and the
entire attention of the individual becomes completely absorbed
in the lighted point of interest. There is susceptibility to
worship and the stimulating of a feeling of reverence in a
dimly lighted church, while inhibitions suppress the emotions
in a brightly lighted sanctuary.!® With the attention held by
an illuminated point of interest, the lights subdued, visual
and auditory interruptions at a minimum, and emotions released
!^ Frank B. Fagerburg, First Baptist Church of Los
Angeles; interview, February 24, 1938.
Roy S. Battersby, First Baptist Church of Los
Angeles; interview, February 22, 1938.
!^ Glenn Phillips, First Methodist Church of Los
Angeles; interview, February 23, 1938.
16
Janes, op. pit., p. 81.
86
under the effect of semi-darkness, this setting is the most
worshipful environment.17
Eastman and Ouellette write that "they [motion pic
tures] Can exalt the spirit to the plane of worship."^® The
bulletin. Visual Aids in the Service of the Church, was com
piled and written from the experiences, over a three-year
period, of a group of Yale Divinity School students under the
guidance of Paul H. Vieth.1^ In listing some of the purposes
which projected pictures, meaning motion pictures and stere-
opticon slides, may fulfill in the service of the church, this
bulletin lists "Aids to Worship” as first and states that this
is one of the best uses to make of pictures.
The reasons for attending the service checked on the
questionnaires used in the First Methodist Church of Hollywood
reveal somewhat the lack of readiness for worship. The atti
tudes of those who come to be entertained or just out of
curiosity to a service must be changed before worship exper
iences can follow. The percentage attending the service for
each of five reasons stated in the questionnaire are as follows:
17 Visual Aids in the Service of the Church (New York:
The Harmon Voundation,“Tnc., 193^) , p. id.
18
Fred Eastman and Edward Ouellette, Better Mot ion
Pictures (Chicago: Pilgrim Press, 1936), p. 531
Visual Aids in the Service of the Church, p. 10.
87
What was your reason for attending this service?
To worship and receive a spiritual message. 34$^
To be entertained by the motion picture. 27^
To hear the music of the choir. 10.8^
To gain information about the Crusaders. 23.8$
Out of curiosity to see what was going on. 5$
This church does not have a regular evening service;
therefore, most of those who came knew that the service was to
include a motion picture. This fact is a point to consider in
the evaluating of the attitudes indicated by the answers given.
Those who came to worship would feel, undoubtedly, that a ser
vice containing a film could be worshipful. It also may be
inferred that the large number of checks given the second
reason would indicate that these persons regarded the Sunday
evening service, in which films were used, as an occasion to
be entertained. Individual reasons were written down, other
than those stated in the questionnaire, and aided in analyzing
other points.
Although over 27 per cent of the questionnaires had the
entertainment motive as the reason for attending, over 57 per
cent preferred to see a film of the type shown in a Sunday
evening service. The percentage scores, as to the preferred
place of seeing such a film, are as follows:
Where would you prefer to see a film of this type?
In a theatre. 12.7$
88
In a Sunday evening worship service. 57$
In a church mid-week devotional service. 9.5$
In a church recreational evening. 20.6$
The largest number who checked this questionnaire felt
that the service as a whole was of average inspiration to them
in spite of the fact that a combined total of 52 per cent came
for the purpose -of being entertained and out of curiosity, a
larger per cent were stimulated to thought rather than to a
primary worship reaction, and the sound and projection was
very poor. The second highest score was given to the state
ment that the service was one of the greatest inspirational
experiences. These results are given in Table IV. In spite
of the fact that twenty-seven per cent came for the primary
purpose of being entertained, only 5.3 per cent indicated that
the service was of entertaining value. However, some of this
group may have been included in the 29.7 per cent who did not
make any check as to the value received from the service. If
this group is tabulated as receiving no value from the service,
along with those checking the statement that they did not get
anything worth while, this would total forty-three persons out
of the one hundred and twenty-eight checking some part of the
questionnaire. This would be a little more than 33.5 per cent.
All of these discouraging facts are of little value, however,
in determining the potential value of films for wo&ip since
the sound and projection features were so bad that it is
89
TABLE IV
NUMBER AND PERCENTAGE OF CHECKS SHOWING THE VALUE OF
THE ENTIRE SERVICE IN WHICH THE FILM, "THE CRUSADES," WAS SHOWN
Value of Service
Number of
Checks
Per Cent of
Total Checks
Of average inspiration 35 38.9
One of the greatest inspira
tional experiences
27 30.0
No inspiration but instructional
and enlightening
20 22.5
Disappointing— didn’t get any
thing worth coming for 5 5.5
No inspirational effect but
entertaining
3 3.3
No value indicated* 38
* Of the total 128 questionnaires, 38 failed to check
this question. Of the total questionnaires, therefore, 29.7
per cent did not indicate any value received.
90
surprising that even as many favorable points were received.
Many people undoubtedly did not answer the questionnaire be
cause of their unfavorable reactions and inability to get any
value from the film.
In order to secure the opinion of the congregation
relative to the comparative inspiration of the motion picture
in relation to the other elements of the service, they were
asked to number in order of value received the three parts of
the service which inspired them the most. The results of this
question are given in Figure 1. The lighted cross used during
the prayer received the largest score and the motion picture
was second. Since many of the people indicated that they had
attended on other Sunday evenings when films were used, they
undoubtedly evaluated the inspirational elements in the present
service on the basis of the potential value. Otherwise, the
motion picture undoubtedly should not have received such a high
rating in this question. Figure B, however, gives the rating
score of the items which the individuals preferred in a Sunday
evening service. Those who had attended services where a bet
ter projected film was used were better qualified to answer
this question. In spite of the discouraging features which
were being experienced with the film used that evening, the
motion picture received the largest score over the other ele
ments listed, which might be included in an evening service.
In this question the supposition was, of course, that each
91
a:uî
mnmm
■■H
Oilii
NO. 6 1 0 5 . J E S S E R A Y M J L L E R . L O S A N G E L E S
FIGURE 1
RATING SCORE OF INSPIRATIONAL VALUE OF ITBÎS IN A
WORSHIP SERVICE, COMPUTED FROM 128 QUESTIONNAIRES
92
; 3 - 1 ^ ^ --
î i j ï k i I I I I I I l l l l :
:3Jj2^3 imiD
(icmin
EM«Tama»gFn;n
N O . 6 1 0 5 . J E S S E R A Y M I L L E R . L O S A N G E L E S
FIGURE B
PREFERENCE RATING OF ITEMS IN A
SUNDAY EVENING WORSHIP SERVICE
93
element attained an equally high standard. Many people may
not know, by name, what are stereopticon slides, or may not
have had a great deal of experience with them. These facts
may account for the low rating which they received.
In order to determine the religious value of motion
pictures and its suitability for a worship service, the same
test may be applied as used by Fred S^stman in defining
religious drama, namely, "one which has a religious effect
upon the audience— that is, sends the audience away exalted
in spirit and with a deepened sense of fellowship with God and
man*"^^ Motion pictures which do that are certainly aids to
worship. The students working under Vieth at Yale listed the
types of pictures which they found suitable for securing cer-
21
tain religious reactions and results.
1. Pictures which help in the realization of God
through revealing His majesty and goodness and leading
people into an attitude of worship. This group will
include pictures showing the beauty and majesty of God’s
creative work and the Spirit of God at work in human
life and character.
2. Pictures which clarify religious duty and give an
impulse to do it. This will include pictures dealing
with human needs, social problems, character problems,
etc.
3. Pictures which broaden interest in our fellow man
and develop a desire to serve him. This group will in
clude missionary pictures, pictures showing the life and
20
Visual Aids in the Service of the Church, p. 6.
Loo. cit.
94
interests of other people, the contributions made to
human welfare by different racial groups.
4. Pictures which give a better understanding of
religious work. This will include all pictures show
ing the work of the church at home and abroad and other
forms of Christian activity.
5. Pictures which help us to live as Christians.
This group will include pictures which help parents in
the religious guidance of their children and in general,
pictures dealing with life situations.
6. Pictures which broaden religious knowledge and
appreciation. This will include Biblical pictures, art
masterpieces, the life and work of religious leaders,
etc.
If the motion pictures can be secured which give these
desired effects, such pictures would be very effective aids to
worship. Though it is difficult for people to analyze their
thoughts and know of the changes which may have taken place as
to the result of seeing a picture, the changes of thought and
attitude which were checked on the questionnaire give some
indication of the possibilities of realizing the desired ef
fects from a worship picture. These scores are given on
Table V.
II. TECHNIQUE OF USE
Most of the criticisms of the materials used in
religious work comes from those who expect the motion
picture to do the entire job. A mediocre picture in
the hands of a master will bring about very satis
factory results, while a very fine picture presented
without any correlation to the worship program often
falls completely flat
George I. Zehrung, Motion Picture Bureau of National
Council of Y.M.C.A.; letter of March 3, 1938.
95
TABLE Y
NUMBER AND PERCENTAGE OF CHECKS GIVEN TO CHANGES OF
ATTITUDE OR THOUGHT RESULTING FROM THE FILM,
"THE CRUSADES," AS INDICATED ON 128 QUESTIONNAIRES
Changes of Attitude
or Thought
Number of
Checks
Per Cent of
Total Checks
Greater appreciation of value„of
motion pictures for worship
30 19.7
Broadened my religious knowledge
and appreciation
24 15.8
Challenged me to greater loyalty
to Christian way of life
22 14.4
Created new insight into beauty
and glory of Christian living
17 11.1
Broadened my interest in my fellow- 10
man and created a desire to serve
6.5
Gave me a better understanding of
religious work
9 5.9
Helped in realization of presence 8 5.2
of God and attitude of reverence
No change* 7 4.6
Aided me in solving problems of
religious faith and belief
5 3.3
No answer indicated** 20 13.1
* Seven persons wrote in statements on the blank,
indicating no change in attitude or thought.
** Twenty persons did not check or make any comment in
reference to this question.
96
This is the experience of the director of the Motion
Picture Bureau of the National Council of the Y.M.C.A. Since
this bureau has been functioning for years and supplies a very
large proportion of the non-theatrical films used by several
thousand churches, schools, Y.M.C.A.*s, clubs, and community
and industrial organizations over the country, this statement
should be of value. Some church leaders do not sense the
importance of method, but feel that the mere showing of films
is sufficient and that they can be used in substitution for
other aids. Leaders need to be trained in the proper use of
the motion picture and in its relationship to other aids and
its place in the total program.
Miss Brady^^ of the Harmon Foundation gives a very
interesting statement of her experience in regard to the lack
of adequate technique in using films. Some ministers found
no value in the films distributed by the Foundation, while
other ministers using the same pictures reported that "the
most inspiring, worth while programs of my career have been
accomplished through the aid of the motion picture.She
felt that the minister in the first case had simply put on a
show without any knowledge of effective techniques or educa
tional procedures. On the other hand, the minister who had
Mary Beattie Brady, Harmon Foundation; letter of
January 18, 1938.
24 . .
Loc. cit.
97
taken visual materials and worked his program around it so
that he had a unified whole, with care in the management of
the congregation from the time they entered the church until
they left, care in the use of background, music, and other
features planned to give a rich, inspiring, and emotional
response, had secured that satisfying experience of feeling
the grip of his congregation.25
Some leaders refuse to use films in a worship service
since they feel that they cannot secure pictures with perfect
technique and artistry in combination with a spiritual message.
Leaders need to know what can and what cannot best be accom
plished by the aid of pictures. Too often films have been
used as a bait and not as an instrument for realizing definite
values. Many churches, also, have limited their use to pro
motional purposes in relation to home and foreign missions.
This is largely due to the fact that most of the denominational
boards have provided films and encouraged their use for only
this purpose.
It is true that many of the religious films fall far
short of the theatrical film standards of artistry and tech
nical value. Since many ministers demand only materials that
are artistically perfect for worship services, the available
supply is limited. However, the most artistic and technically
Loc. cit.
98
perfect films will not produce maximum value and the desired
inspirational effects unless they are used in harmony with the
same psychological laws which govern the use of all materials
for worship and those techniques peculiarly adapted to the
motion picture.
Since, up to the present time, the most frequent con
tact with the motion picture has been with the theatrical film
in the theatre, many individuals enter the church service with
the "movie mind," or theatrical attitude, and, therefore, cer
tain precautions must be taken and techniques employed which
would not be necessary with other visual aids. Undoubtedly
similar precautions were necessary with the religious play and
pageant when the drama technique was first reintroduced into
the church worship after having incurred the disfavor of the
church while being connected with the professional show.
Methods of use. There are various ways of using films
even to achieve the same purpose. The purpose, type of film,
type of congregation, architecture of the church, the usual
practices and rituals for conducting the services, the theme
of the service, and the quality and type of other worship
materials must be taken into consideration in each case. How
ever, certain techniques have been used successfully by various
church leaders; these will be discussed and general principles
of effective use will be presented.
The techniques used in the so-called "instruction
99
service" is discussed first. The aim of this type of service
is primarily to teach rather than lead the congregation in
worship. It is generally for the purpose of interesting the
people in some work of the denomination, such as the social
service activities, or to challenge them as to some moral or
social cause.Though not for worship, primarily, this type
of film used following a worship period and in a worshipful
atmosphere will emotionalize the ideas presented, and the
problems will seem more real and appealing. Zehrung^'^ writes
of an interesting use his bureau suggests for industrial films,
which usually can be secured free of charge. They are used as
modern parables, and he illustrated with the use of one parti
cular film, "The Story of the Orange,” which shows the planting
of the seed and the meticulous care for the tree and fruit
through all the stages of growth. The film cone lades with a
picture of a healthy baby enjoying a glass of orange juice.
The scripture reading suggested was "The Curse of the Fig Tree,"
and the text, "By their fruit • . ." After showing the film,
the minister used this modern parable to present the thought
of the parents’ responsibility in the nurture of their chil
dren, the necessity for a healthy environment for the achiev
ing of the fullness of life, the responsibility of the com
munity to provide such a wholesome environment for growing
Janes, o£. cit., p. Ill,
Zehrung, 0 2* cit.
100
children, and the necessity for as productive an environment
for developing child life as the orange grower deems necessary
in order to produce good oranges. Z e h r u n g 2 8 feels that the
congregation is benefited in two ways by such an approach:
first, they derive the spiritual lesson, which is more firmly
and effectively grasped by visual illustration; and second,
they also receive interesting and useful information.
In some instances, it may be questioned as to whether
the processes and content alone of such a film are remembered
or whether the spiritual lesson is actually impressed upon and
retained by the congregation. However, Zehrung gives an
incident of the value received from the use of such a film in
one situation.In a small church a minister used this type
as an industrial parable on sixteen Sunday evenings, making
the message personal for every individual in the congregation.
At the Easter period the minister took into membership sixty-
four persons, forty of whom made their first contact with the
church through these.Sunday evening motion pictures. These
services aided at least forty people to see their responsibility
to their community and for furthering their own spiritual
growth.
Other types of films used in an instruction service are
studies of the Holy Lands, of missionary enterprises, of
Git.
29 Loc. cit.
101
temperance, of peace, and of social service of all types. The
effective method used in the fifteen summer evening services
in Flint, Michigan, for the purpose of teaching religious
attitudes and ideals, is a good illustration of how these types
may he u s e d .30 a special chapel setting was constructed for
the screen, trying to make it as neat and beautiful as pos
sible and appropriate for an evening worship service, in what
was called their summer chapel. A lovely worship service was
conducted, followed by a twenty-minute motion picture. A
warning should be given against turning on full lights im
mediately after the film. It is a visual shock to the audience
and dispels the worship atmosphere. In this chapel a special
set of lights was used instead of the usual ones. A gradual
turning up of the lights is effective, or, as some suggest,
leave the room in semi-darkness and illuminate the speaker or
item of interest. Blue lights at the entrance of; a room are
an effective way of providing sufficient light for persons
entering or leaving and does not affect the showing of the
film.
Following the film, a brief sermon comment or short
meditation was led by the minister. The films used and the
nature of the lesson which each was planned to portray would
be of interest to others following a similar procedure. The
Dwight S. Large, Court Street Methodist Church of
Flint, Michigan; letter of March 8, 1938.
102
following films were given on the designated Sundays:®^
June 6; "Children in Search of God."
A story of city children who find a new understanding
of God.
June 13: "As We Forgive.”
A young stamp collector accepts the Petition for For
giveness within the Lord’s Prayer.
June 27: "The Chronicle."
An unusual photographic study of hands, showing the
social results of liquor.
July 4: "Our Children’s Money."
A story of Christian stewardship within the homes of
two modem city families.
July 11: "Mr. Chang Takes A Chance."
A Chinese merchant enters our missionary hospital with
surprising results.
July 19: "The Negro in Art.”
A graphic study of our Negro brother’s contribution to
culture.
July 25: "Streams."
An unforgetable sermon in terms of nature.
August 1: "The Open Door."
A modern city church in action today.
August 8: "Sky Pilot of Michigan Methodism.I’
The ministry of Alvin Daten in Upper Michigan.
August 15: "Land of Cherry Blossoms and Snow."
A stirring story of education in Japan’s colorful moun
tains.
August 22: "Pacific Paradise Portraitures.”
The beauty and problems of the Hawaiian Islands.
August 29: "In the Beginning.”
A study of the Creation, from the Japanese viewpoint.
September 5: "Uncle Sam’s Final Frontier."
A recent picture of the beauty and progress of Alaska.
September 12: "The Education of Steve Smith."
A clever story of college life, filmed at Ohio Wesleyan,
showing Steve Smith learning more than textbook facts.
These films were secured through the Harmon Foundation
of New York, the Department of Visual Aids of the Methodist
Church, State Department for Health~and- Liquor Films, and the
Congregational and Presbyterian Mission Boards.
31
Loc. cit#
105
The method of announcing and advertising worship ser
vices using films is very important as an aid in counteracting
the entertaining or theatrical attitude. The leaflet announcing
the above-mentioned services attempted to dispel such an atti
tude by printing the following statement:
. . . These summer services are not "Motion Picture
Shows" but worship services using hymns, prayers, scrip
ture, a story told by moving pictures and beautiful
music, and a short meditation by the pastors, pointing
the picture for personal use. Starting at 8:00, we
will worship, learn by seeing, and prayerfully meditate
upon Christian truths each summer evening in a room that
is quiet, cool, and beautifully worshipful.32
Another type of instruction service, using films for
teaching, was related by a Sunday church school superintendent.
During the summer months the pupils between four and twenty
were combined into one group and a thirteen-reel film, "I Am
the Way,” was used with a reel a Sunday. The Motion Picture
Bureau of the National Y.M.C.A., from which this film was
secured, sent with it an account of each reel, describing many
facts in the life of Christ and suggesting suitable hymns,
scripture readings, and other aids. Before the showing of the
pictures each Sunday, some explanation was given of the story
so that the children-would feel they were learning and not just
being entertained.
These same films on the life of Jesus have been used by
55
Loc. cit•
Ada Green, First Presbyterian Church of Garfield,
New Jersey; letter of March 3, 1938.
104
many ministers in their Sunday evening services of worship and
for inspiration. Undoubtedly they stimulated worship, to some
extent, in the church school, but that was not the major pur
pose in this situation. Films which are suitable for worship
can usually be equally well adapted to instruction, though a
film for worship should contain elements, generally, which are
not necessarily present in a teaching film. Leaders using
films in the instruction type of service and those using films
primarily for worship agree that the worship setting, with all
the usual aids of music, scripture, effective lighting, and
other worship features, is vital in both types of services.
Many ministers find that the effectiveness of film ser
vices can be increased by combining the use of visual aids.
One minister^^ often uaed colored films, which he had teiken
himself, with stereopticon pictures. He usually started the
service with brief worship elements, then used the film, fol
lowed by a stereopticon slide illustrating a hymn, and some
times a still slide at the end of the service during meditation
and prayer. A service illustrating the combined use of visual
aids, built around a central theme, is outlined as follows :
Harry C. Blatter, First Methodist Church of South
Pasadena; interview of Ma-rah-8,-1938.
Visual Aids in the Service of the Church (New York:
Harmon Foundation, Inc., X^è7), p. È3.
105
A THANKSGIVING SERVICE
(Room is darkened throughout)
Prelude: Beethoven’s Sixth Symphony (Second Movement,
"By the Brook").
Slides: "Sunset on the Bay," "Sunrise on Galilee."
Call to Worship (flashed on the screen):
Hymn Slide: "Oh God, Beneath Thy Guiding Hand" (organ
accompanimentI.
Scripture Lesson and Prayer (on slides):
Slide: "Pilgrims Going to Church."
Hymn Slide: "God of Our Fathers."
Brief Talk on the Pilgrims.
Slides: "Pilgrim Fathers Face the Unknown," "Mayflower
at Sea."
Motion Pictures: "The Pilgrims."
Slide (in closing): "Departure of the Mayflower."
Hymn Slide: "America the Beautiful."
Slide: "The Builder."
Offering.
Benediction.
Postlude.
Sometimes hymns and solos are illustrated with short
films as well as by still slides. When silent films are used
for worship, many leaders prefer to provide a musical accom
paniment and leave any interpretations of the film until after
the showing. All agree that if comments are made during the
showing in a worship service thorough preparation must be made
106
and all speaking done in the spirit of worship. Films, which
the leader has taken himself, of beautiful scenes and travel
pictures can be effectively interpreted while they are being
projected, if the leader prepares meditative, worshipful com
ments instead of giving a rambling, unprepared talk.
Another very unique service-was presented annually by
one minister^® and called "the Carrie Jacobs-Bond service."
At this service the choir sings a number of the songs which
Mrs. Jacobs-Bond has written. Her autobiography. Roads to
Melody, is reviewed by the minister and the service closes
with a ten-minute sound picture in which she is interviewed.
The most common technique for the using of films in the
evening services of the churches contacted in Los Angeles was
with full-length films of talking pictures. These were gen
erally on 35 mm. films, which is the same size used in the
theatre. Most of the films used in other phases of the church
program are 16 mm. with the exception of some of the best grade
of theatrical films used in mid-week occasions with large
groups. When a 35 mm. film is used a fireproof booth is neces
sary and a licensed operator. Since the supply of desirable
films in the 16 mm. size is increasing and since sound is now
available in this size film, the school and church find them
very satisfactory. Such outstanding films as "The King of
Karl W. Scheufler, Methodist Church of Cincinnati,
Ohio; letter of March 3, 1938.
107
Kings” is available in the 16 mm. size.
The churches in Los Angeles, using full-length films
in the evening worship services, employed similar techniques;
therefore the special procedure of one church will be illus
trative of this type of use. One c h u r c h , 37 using films once
a month, secured the film, "Abraham Lincoln," and the order
of service was as follows:
Organ Prelude: "Largo" (Hew World Symphony— Dvorak).
Hymn: "God Bless Our Native Land."
Anthem: "Land of Hope and Glory" (Elgar).
Pastoral Prayer (on the theme of the service, the lives
of Lincoln and other heroes, and includ
ing the thought of the message to be
gained from the film).
Prayer Response by the Choir (the organ and chimes con
tinuing for a period of
meditation)•
Anthem: "Recessional" (DeKoven).
Announcements (opportunity was given here for the choir
to leave the loft and come into the audience,
and the screen to be put into place while
the minister made several brief announce
ments ).
Film Comments (introductory remarks made by the minister
on the theme of the evening, stressing the
worship reason for using the film, and how
much more effectively the motion picture
could bring the message and tell the story
of Lincoln’s life than the minister could
tell it verbally).
Glenn R; Phillips, First Methodist Church of
Hollywood; evening worship service of February 27, 1938.
108
Comment on Lincoln (a lady in the congregation was intro
duced and she told of her experience
seeing the body of Lincoln lying in
state in the casket, and of her
father as one of the guards J.
Message in Motion Pictures: "Abraham Lincoln."
Offering (in the middle of the film the offering was
taken, following a prayer and with an organ
number).
Closing Prayer and Benediction (with just the light of a
lighted cross, the prayer
was given in terms of the
message of the picture,
followed by the benediction).
Postlude: "Improvisation" (the organist started playing
before the prayer and continued
with chimes after the prayer
and for a few minutes with just
the light from the cross).
There are some features in the above service which
would be presented differently in other churches. Some churches
prefer to take the offering before or after the film is shown.
Other services would include a scripture reading on the theme
of the evening, and, where it is possible to do so, most
ministers prefer to omit the announcements. Most churches
recognize the effectiveness of using special lighting effects,
such as the illuminated cross, in such services. Many ministers
prefer to keep the sanctuary dimly light throughout the service
with a lectern light used by the minister, and other features
lit by a spot of light as needed. At no time should the lights
be turned on suddenly to full power from a period of semi
darkness. It is also more effective if the screen can be in
109
place before the service starts and arranged in some artistic
setting harmonious with the architecture. Every effort is
made to create and maintain a worshipful atmosphere. One
minister,38 realizing the importance of a beautiful ritualistic,
inspirational service, wore his robe in the services where
films were used, although he did not do so in other evening
services.
Worship films should not be limited only to the evening
church service. They are being used effectively in children’s
churches, vacation schools, departments in the Sunday church
school, and in young people’s services as well as in special
mid-week groups. The technique is very similar, however, al
though the film and method may be adapted and graded to the
age level. One minister is planning to produce his own films
on Bible stories, showing for about eight minutes in the church
school departments.39 Another minister^^ told of his using
films in the junior church service as the story of the morning.
Other uses and techniques will be found as leaders experiment
with their groups.
Principles of effective use of films'in worship♦ The
Frank B. Fagerburg, First Baptist Church of Los
Angeles; interview of February 24, 1938.
Large, cit.
Robert Hopkins, Jr., Christian Church of Louisville,
Kentucky; letter of March 3, 1938.
110
following paragraphs are a summary of the general principles
for the use of films in worship. Though special situations
demand special techniques to solve specific problems, these
principles should generally be considered:
1. An adequate preview and careful selection of films
is the first prerequisite. Delete any objectionable features.
Each picture must be properly chosen with the purpose in mind
and in the light of the standards and values held by the church
2. Ihiphasize the content and message rather than the
star characters. One minister felt this to be very important
and stressed it a great deal.*^^
3. Place the projection equipment where it is hidden,
if possible, and arrange the screen in an artistic setting
before the service. Some churches have found it possible to
have the screen in a permanent place behind drapes or curtains
which are drawn aside when desired.
4. Work out a definite plan.of lighting and lighting
effects. See that the manipulation of the lights is carefully
planned. Do not turn on all the lights at once. This is a
shook to the audience and some other method should be found.
5. Provide a beautiful atmosphere and a service of wor
ship. Make as careful preparation for a service using a film
as when one is not used.
W. Clarence Wright, Wilshire Presbyterian Church of
Los Angeles; interview of February 25, 1938.
Ill
6. Use films as but one part of a total worship ser
vice. Often the service may be enriched with other visual aids.
7. Motion pictures are not to displace or to be used
as substitutes for other worship aids, but to enrich and
supplement them.
8. Keep the purpose and theme of the total service in
mind and use all elements to that end.
9. Prepare the congregation through the type of adver
tising, announcements of the service, and all other available
ways, in the atmosphere of worship and for receiving a spiritual
message rather than a desire to be entertained.
10. The sound effects and projection elements must be of
good quality if worship reactions are to result.
11. Pictures should be an aid in developing Christian
character and a Christ-like world, and not an end in them
selves. This thought should be kept foremost in the mind of
church leaders.
The proper planning and executing of a service with the
use of motion pictures can be outlined in six steps or stages:^2
(1) the selection of materials, (3) planning the program, (3)
preparing the physical equipment and instructing the operator,
(4) rehearsing the program when necessary, (5) giving proper
publicity, and (6) presenting the service itself. If these
^2 ’ Visual Aids in the Service of the Church, p. 10.
113
steps are followed in light of the above-mentioned principles,
the congregation should be inspired and leave with a message
which will be remembered a long time.
A little more, however, needs to be said about the first
step, the selection of materials. When choosing films for
worship the purpose must be kept in mind; the film should be
artistically perfect as far as possible, and contain a vital
message presented in an effective manner. The element of
artistic and technical perfection is much more important in
worship than in other phases of the church program.
When church leaders were asked, through the personal
interviews and through correspondence, to give the tests or
standards which a film must meet to be used in a worship ser
vice, there was a striking uniformity of thought. Some of these
answers were as follows:
Definite moral and spiritual message in the film.
Moral and clean.
A message in itself.
Religious.
True to life.
Points to proper evaluation of essentials of life.
Must leave a spiritual note.
Be sure true standards are set forth, the same standards
as those held by the church.
No smoking as far as it can be deleted.
No drinking— some exceptions were allowed here if this
was necessary to the type of character and not presented
in a favorable light.
Reaches artistic standard.
Good photography; skiXful direction; film in good con
dition; good projection; in quality, on a par with
theatrical films.
There are rating scales and score cards prepared by the
113
National Board of Reviews and other organizations, which may
serve as suggestions to a church leader in building his own
set of standards. From a survey of the churches, some of the
most popular and most successful films were; "Sign of the Gross,"
deleted version; "King of Kings"; "Les Misérables"; "Song of
China"; "Louis Pasteur"; "Passing of the Third Floor Back";
"I Am the Way"; and others.
Many people have been convinced of the value of films
in a worship service after they have attended services where
a good film was used effectively and properly. At the end of
a specially effective service one night, an old retired minister,
a former evangelist, shook hands with his pastor and said: "I
never believed in using motion pictures in the church service
before, but this converted me tonight.
43
Phillips interview, op. cit
CHAPTER VI
THE USE OF MOTION PICTURES
IN THE TEACHING WORK OF THE CHURCH
In this chapter an analysis is made of the present
emphasis placed upon teaching in the church program and of the
new changes in the method and approach due to the modem edu
cational and psychological principles. The motion picture as
a teaching aid in the church program is evaluated in terms of
the objectives of religious education. Various typical methods
of using films in different teaching situations are discussed
and a few general principals are formulated for the guidance
of the religious educator.
I. TEACHING IN THE CHURCH PROGRAM
In Deuteronomy 6:4-7 are recorded these words:
And thou Shalt love the Lord thy God with all thy
heart, and with all thy soul, and with all thy might.
And these words, which I command thee this day, shall
be in thine heart;
And thou shalt teach them diligently unto thy children.
Thus the Hebrew race began at an early age to teach their
children and guide them into religious experiences. Jesus was
taught in accordance with this old Hebrew command and in turn
he became the Master Teacher, demonstrating his remarkable
technique that a religion may be nurtured and a church guided
115
by teaching.^
Church leaders have come to realize that religion is
not merely a body of beliefs or a cult with certain ceremonies,
or a collection of sacred writings to be studied and learned,
but chiefly a life experience. The educational process is the
sharing of experiences, past and present, under guidance.2
Therefore religion can be taught. The church down through the
ages at certain periods lost si^t of this great task. Paul
and his teachers taught the pagans how to live as Christians
and established schools for this work. Very important were
the schools at Rome and Alexandria during the first three cen
turies of the Christian era. After the church became the
established religion of the Roman Empire, religious education
gradually diminished until the chief teaching was in the
ecclesiastical training of the priests and monks.3 The
Protestant reformation brought with it a revival and new em
phasis on Christian education.
During the past two generations child study has developed,
and the principles of child psychology and education pedagogy
have made their impact upon the inadequate methods and aims of
religious education. The change in the public school has
^ Henry P. Lotz and L. W. Crawford, Studies in Religious
Education (Nashville: Cokesbury Press, 1931), p. 77.
2 Ibid., p. 75.
3 Ibid.. p. 77.
116
stimulated similar movements in the church. The child cannot
be taught by means of a modern scientific technique five days
of the week and then be taught successfully in religion by un
scientific, out-dated methods on Sunday.
During the present century the educational leaders dis
covered that many of their methods were not effective and much
of the racial experiences presented to the pupil were not
seemingly becoming a vital part of his experiences. Church
school teachers discovered that oftentimes the conduct patterns
in the story were not carrying over into behavior. They were
not seemingly meeting a need of the learner, or the material
was presented in such a manner that the capacity of the child
was not able to grasp it. So methods of teaching and present
ing material have been analyzed. The new emphasis has been
placed upon the educational value of interest on the part of
the learner and upon meeting his needs and capacities. All
these changes and new educational trends have opened the door
to visual education methods and finally to the motion picture.
II. THE MOTION PICTURE AS AN AID TO RELIGIOUS TEACHING
Church school teaching, as has all teaching, has tradi
tionally been handicapped by time, space, and sense of reality.
No educational tool has been able to overcome this difficulty
as has the motion picture.^ Since so much of the church
^ M. R. Brunstetter, How to Use the Educational Sound
Film (Chicago: University of dhioago Press, 1937), p. 1V4.
117
teaching has used materials from the events of Bible times
which transpired two thousand years ago and earlier, and from
mission fields or other experiences far removed from the class
room, it has been unusually difficult to secure a sense of
reality and overcome time and space problems. The church can
use, however, the motion picture as an aid in solving these
problems. Right conduct, social idealism, moral standards,
Christian relationships, and the Bible itself can all be pre
sented by the motion picture technique.5 Motion pictures can
bring realistically to the classroom scenes, experiences, situ
ations which are too distant for other contacts. They provide
vicarious experiences of travel and association with many races
and their cultures.
The motion pictures are not only material for teaching
but they are a visual education method, and there are certain
values inherent in the very nature of this teaching aid. The
very nature of the method commands interest and the illusion
of movement bring a sense of reality obtainable in no other way.
The condition of the semi-dark room with the one point of light
in itself commands the attention and minimizes the probability
of other interests or of distractions. Because of this pic
torial method, what the motion picture teaches remains in the
memory for a long time. This point was proved by many public
5 Fred Eastman and Edward Ouellette, Better Motion
Pictures (Chicago; Pilgrim Press, 1936), p. 60.
118
school experiments. The experiences presented by a film may
be more selective and controlled than some other situations
which arise in the classroom. The dramatic, emotional element
of motion pictures serves as a stimulant and motivation for
conduct.
Perhaps the most effective way for the religious educator
to evaluate the use of the motion picture in the teaching of
children, youth, and adults is to consider the objectives of
the church and how the pictures may be used to secure these.
Â set of seven general objectives for religious education have
been formulated and their use has been tentatively adopted by
the International Council of Religious Education. These will
be used as the basis for evaluating the use of the motion pic
ture in the teaching work of the church. The list is as follows;
1. To foster in growing persons a consciousness of
Cod as a reality in human experience, and a sense of
personal relationship to him.
2. To lead growing persons into an understanding and
appreciation of the personality, life, and teachings of
Jesus Christ.
3. To foster in growing persons a progressive and con
tinuous development of Christlike character.
4. To develop in growing persons the ability and dis
position to participate in and contribute constructively
to the building of a social order embodying the ideal of
the Fatherhood of God and the brotherhood of man.
5. To lead growing persons to build a life philosophy
on the basis of a Christian interpretation of life and
the universe.
6. To develop in growing persons the ability and dis
position to participate in the organized society of
119
Christians— the church.
7. To effect in growing persons the assimulation of
the best religious experience of the race, as effective
guidance to present experience.^
The cultivating of the personal relationship with Cod
is a definite part of worship and films have been discussed in
that relationship. Teaching experiences may be provided so
that the child sees God at work in the world about him, in his
own home, in play, in the church, and in all his relationships.’ ^
The child can profit by the experiences of God in the lives of
other great men and women. The motion pictures which portray
the beauties of nature, the laws of God which are in operation
in the world, and the experiences of great men and women may
be used in such a way to help realize this objective in the
growing life of the child much more effectively than telling
what God is like or orally relating experiences of great people
with God. The film distributed by the Harmon Foundation, 140
Nassau Street, New York City, entitled "Children in Search of
God," should be effective in this connection. The story is of
two children who set out to find God and discover, since God
is love, that He must be in their own home because love is there.
This film would not only be good with children’s groups to help
them in experiencing God, but would be helpful for teachers and
^ Paul H. Vieth, Objectives in Religious Education (New
York; Harper and Brothers, Publishers, 1930), p. 80 ff.
^ Blanche Carrier, How Shall I Learn to Teach Religion
(New York; Harper and Brothers, 19307, p."*^8.
120
parents in gaining insight in how to lead children into such
experiences.® Other films of this type would aid in the
realization of this first objective.
The second objective, "to lead growing persons into an
understanding and appreciation of the personality, life, and
teachings of Jesus Christ," can be greatly aided by the use of
films on the life of Christ, such as "I Am the Way," and "The
King of Kings." The teachings of Jesus may become very real
istic through the use of film stories and parables. In one
Sunday school where the thirteen-reel series of "I Am the Way"
was used, the superintendent felt that the pupils gained a
better understanding of the life of Christ and a greater appreci
ation for the Bible.^
Films of this type have been used in Sunday evening serv
ices as well as the smaller classroom or department. The use
of a film based upon a problem situation as a "Life Situation"^®
picture, the name given to short dramas centering around an
ethical, religious, or social problem in such a way as to arouse
discussion, may give the teacher the opportunity to apply the
teachings of Jesus to problems common in the lives of pupils of
^ "Reference Outline; Children in Search of God," (mimeo
graphed pamphlet of the Division of Visual Experiment, Harmon
Foundation, Inc.), 9 pp.
9
Ada Green, First Presbyterian Church of Garfield, New
Jersey; letter of March 3, 1938.
LifG Situation Motion Pictures (New York; Harmon
Foundation, Division of Visual Experiment), 2 pp.
121
the specific age group being taught. Just as an appreciation
of Jesus and a stimulus to securing the s\m?render of the pupil’s
life to Jesus can be aided by stories of persons whose lives
are beautiful because of knowing Jesus, films giving the story
of such lives can be even more effective.
"To foster in growing persons a progressive and continu
ous development of Christlike character” is the third objective.
Most religious educators realize that Ghristlike character is
developed-hhrough guiding the children and adults in Christlike
actions and experiences in all phases of their life. So much
of the teaching has been in presenting ideas as to what is good
conduct, but too little motivation has been given to Christlike
living and to guiding pupils in experiences where they will find
it necessary to make choices between Christlike living or non-
Christ like acting. The motion pictures can present the problem
films where the teacher can guide the pupils in making choices
and coming to decisions. The films provide such real, vicarious
experiences that if they present people making Christlike de
cisions and building Christian characters, the pupils live with
them. Such experiences are imitated and such practice leads
to similar decisions and conduct in other experiences. The
teacher must help the learners to decide what it means to be
a Christian in each situation. These situations can be pre
sented in films, and the film stopped before a definite solu
tion is reached, and then the students must make their own
122
decisions on the particular problem. This method will be dis
cussed under techniques of teaching motion pictures. "Poten
tially the character-building influence of the movies is beyond
calculation"^^ is a statement which the religious educator
might well put to the test. The Payne Studies and others have
revealed the effects of motion pictures on character building
and it behooves the religious leader to make them serve for
Christian character building.
The development of social attitudes was discovered by
the Payne Studies and others to be one of the strongest in
fluences from the theatrical motion picture. The National
Council for Prevention of War realized the effect of films on
the development of war sentiment and peace education, and they
have established a motion picture department to study the ef
fect of theatrical films. A mimeographed bulletin^^ analyzing
current peace or anti-peace films is sent out monthly to indi
viduals and groups interested in this social problem. Investi
gators have found a definite measurable change in racial at
titudes produced by motion pictures in which racial situations
were portrayed. Peterson and Thurstone, two of the Payne
Series investigators, studied the effect of motion pictures on
the social attitudes of children and youth as to nationality.
Fred Eastman and Edward Ouellette, Better Motion
Pictures. (Chicago: Pilgrim Press, 1936), p. T.
Albert Benham, editor, "Bulletin on Current Films,"
(unpublished monthly bulletin of the National Council for
Prevention of War)•
123
race, crime, punishment of criminals, capital punishment, and
prohibition. They discovered that films depicting these situ
ations had a definite and lasting effect, and that a number
of pictures pertaining to the same issue may have a cumulative
effect on attitudes.In one of the experiments, high school
students were tested for their attitude toward the Chinese,
and then were shown a film presenting Chinese life in a
friendly light. The test given the next morning showed a
striking change in attitude favorable to the Chinese. After
nineteen months most of the gain in friendliness still per
sisted. The same experiment was conducted relative to at
titudes on the Negro race. "The Birth of a Nation" was the
film used and definite anti-Negro attitudes were developed.
The teaching of the fatherhood of God and the brotherhood of
man is the very center of Jesus’ message. Religious education
cannot fail to use all effective means of teaching the Christian
ideal of human relationships. Eastman and Ouellette, writing
of the value of motion pictures in realizing this objective of
Christianity, feel that "as a means of imparting information
and shaping the attitudes of one people toward another, their
significance is unexcelled."14r
The fifth objective, on building a life philosophy
Ruth C. Peterson and L. L. Thurstone, Motion Pictures
and the Social Attitudes of Children (New York: The Macmillan
Company, 1933), p. 66.
Eastman and Ouellette, og. cit., p. 3.
124
through a Christian interpretation of the universe and the
ability to-see God’s purpose and plan in the world, can be very
effectively aided by the motion picture. The motion picture
can do its most vivid portraying as it reveals processes at
work, mechanical or physical. Through a special type of
photography very minute processes, such as the blooming of a
flower, can be traced. The whole world, seemingly, can be
brought before the student and God’s laws can be seen in opera
tion. These experiences can be very effectively guided by the
teacher in giving à Christian interpretation of the universe
and serve as the basis for building a Christian philosophy.
Several of the denominations have already realized the
effectiveness of the motion picture toward the realization of
the sixth objective, in enlisting loyalty to the church. The
Episcopal Church has produced a film of the history of their
church in the United States, and the Lutheran Church is in the
process of producing a denominational film to be used in con
nection with a national financial campaign. One of the first
purposes for which the church used motion pictures was in con
nection with films on missions and social service. These films
not only taught the people the work of the church but challenged
their loyalty and support sufficiently to result in increased
giving for these particular causes. Youth and adults can see
for themselves the value of the church through films depicting
the church at work in the many areas of life where it serves.
125
The teaching of the meaning and history of some of the rituals
and church symbols may be greatly enriched if motion pictures
can be produced and used in these fields. One of the ministers
expressed this fact very well: "If seeing a movie on the Bell
telephone will help explain the meaning of a telephone, why
not a movie on ’Church Symbolism, ’ to explain the meaning of
church symbolism.
In order to realize any value from making the experiences
of others available to the learner, the learner must make these
experiences his own and use them as guides in living. The
motion picture method can make the experiences of others real
and vivid because of their emotional and psychological effects.
Blumer, one of the men connected with the Payne Fund Studies,
discovered the emotional reactions resulting from motion pic
tures are:
. . . a stirring up of feeling, a release of impulses,
and a fixation of imagery. The individual is so pre
occupied with the picture that its imagery becomes his
own. The impulses, which correspond to the images, are
called into play, and encouraged, and the individual
seems swept with intense feeling.
If motion pictures have such great power to arouse the
emotions and cause the learner to make the experiences por
trayed on the screen his own, no more effective medium could
Dwight S. Large, Court Street Methodist Church,
Flint, Michigan; letter of March 8, 1938.
Herbert Blumer, Movies and Conduct (New York: The
Macmillan Company, 1933), p. 12ë.
126
be found for aiding the learner to make the experiences of
the race a part of his own, as desired in the last objective.
Surely the depicting of Bible stories and the experiences of
Biblical characters in this manner would make them more real
to the pupil than any other way. Many times, in teaching a
Biblical situation, certain confusing and unknown customs and
other features should be explained before the showing and cer
tain methods used following, but the teacher will find his oral
interpretation so more readily understood because of the visual
experience. Because of the dramatic quality of the films the
teacher will, also, find it easier to lead the pupils beyond
mere knowledge about these racial experiences and writings into
true appreciation.
III. TECHNIQUE OF TEACHING WITH MOTION PICTURES
Because certain types of films can be used more effec
tively to aid in the realization of certain objectives, that
does not minimize the importance of an adequate and careful
method of use if these aims are to be realized. However, it
is difficult to formulate definite principles to follow since
the differing situations, approaches, aims, and problems with
varying solutions necessitate different treatment. More ex
periments are needed in the religious education field, but the
methods found successful in public education may be adapted
in many cases.
127
Prlnolples of selection. The needs and capacities of
the child is the basis of the selection of all curriculum
materials and procedures. Following this principle the films
chosen for the various age groups must be graded according to
the needs and capacities of each group. The children will
respond and learn more from films that are chosen on that basis ;
however, motion pictures have a wider range of appeal and ef
fectiveness with several age groups than have many other teach
ing aids. Certain types of pictures should be chosen, however,
which will be the most effective with specific age groups.
Below the junior age the films should not be too long
and tiring. Animal and children films are favorites, and
nature stories and outdoor scenes. Pictures can be presented
at this age showing Cod’s love and care of his world, the
animals, and of children. The juniors are realistic and they
respond to true life stories of hero and heroine, and many
well-produced Bible stories would have great teaching value*
Stories of adventures, historical scenes, travel scenes, and
scenes of other countries, such as Palestine, will interest
them.
The intermediate boy or girl still responds to the hero
and heroine of history but they also can understand more abstract
H. Paul Janes, Screen and Projector in Christian
Education. (Philadelphia: The Westminster Press, 1952), p. 55.
128
teachings. This is a good age to introduce church symbolism
and the meaning of certain rituals. Many life-problem or
problem-solving films, a chronological life of Christ, and
other films of character portrayal should be used. The senior
age, the age of doubt, may be the best time for using the
problem-solving films and films on religious faith and belief,
on God’s laws at work through geology and science of all types
and on more difficult teachings from the Bible and other ex
periences based on the needs of that age group. The ages
above this group would include anything in the adult field
and paralleling the problems considered in the rest of the
curriculum.
Types of films and method used with each. The funda
mental principle of selecting materials based upon the needs,
capacities, and interests of the learner must be accompanied
with the second principle— namely, the adequate interpretation
of the film material and of the depicted experiences in terras
of the learner’s needs and capacities, and in light of the
best method of approach. The motion pictures have been so
closely connected with the theatre for the sole purpose of
entertainment that for this reason, as well as for other
reasons, its full teaching value will not be realized by the
mere showing of the film. Too many church leaders have the
129
"absorption" or "osmotic" theory of learning.^® They have
proceeded on the premise that learning is a basis of absorption
and that the mere seeing of a film is sufficient. A great deal
of effectiveness is realized from merely seeing a well-chosen
film, as studies of the theatrical film has demonstrated, but
this is unguided, often erroneous, learning. The use of films
in the classroom and meeting should be guided, directed, and
follow definitely formulated technique in order to secure the
established objectives.
Since the specific method of approach is conditioned by
many factors, such as the type of film, the group being taught,
the objectives, leadership ability, and other conditions, pos
sibly the best means of suggesting certain techniques would be
to consider a few of the various types of films and how they
may be presented effectively. The problem approach to a
problem-situation film will be considered first of all. Here
à.film: is used portraying a life situation normal to a parti
cular age group. For example, such a situation might involve
the problem of truth telling and the aim of the lesson would
be to create a greater desire and practice of telling the truth.
The film story, in brief, which might, be used in this situation,
involves two boys playing with a baseball who accidently break
Charles F. Hoban, Charles F. Hoban, Jr^, and Samuel
B. Zisman, Visualizing the Curriculum (New York; The Gordon
C ompany, 1937), p. 120.
130
a window. The neighborhood policeman arrives on the scene and
detains the boys. The mothers and other neighbors arrive and
though no one saw the boys break the window, they are suspected.
One of the mothers is a very nervous person and does
not understand the best method of approach. She antagonizes
her son by her harsh manner of accusing him of the deed, which
he sullenly denies by a shake of his head. The other mother,
a very understanding woman, puts her hand under her boy’s chin
and raises his hanging head so that he must look her full in
the face. She smiles down at him and says, "Tommy, did you
break this window?" There follows a close-up of Tommy’s face
and a fade-out with the title, "What does Tommy do?"^^
The best method of using this film would probably be
that of first introducing the problem of truth telling, dis
cussing it in terms of the experiences of the particular age
group. Then the film is shown, followed by a discussion of
the question presented by the film, "What does Tommy do?" The
teacher may guide them to see the implications and results of
whatever decisions they make. After the discussion, the
teacher should sum up the situation and may give the Christian
teaching with reference to such a situation.
"The "Life Situation" motion pictures,put out by the
19 Janes, op. cit., p. 60 ff.
^0 William L. Rogers, "The Life Situation Film and Its
Use," (unpublished pamphlet of the Harmon Foundation, Inc.,
140 Nassau Street, New York City).
151
Harmon Foundation, may be treated in similar manner. This
type of film is produced for the definite purpose of stimulat
ing a discussion. It involves a conflict centering about some
normal social or religious problem and it does not give a
definite solution to the problem presented, but shows character
in a typical life situation. The value of such films is in
the skillful technique for using them. Other types of films
may be used with the discussion technique by stopping the film '
at the crucial point in the picture or at the point where the
characters must make a decision. The pupils are then asked to
discuss the problem and come to some decision before the solu
tion given in the film is shown. The Harmon Foundation sends,
with their films, a teaching guide,which gives the aim or
objective for using the film, a brief summary, the story of
the film, references for teacher’s and children’s reading, sug
gested musical accompaniment with a cue sheet showing when to
use certain music, a suggestion lig% of groups and activities
with which the film might be used, several suggested programs
using the pictures, suggested topics and questions for dis
cussion, an observation test to give the pupils to evaluate
what they have learned from the film, and some suggestions of
project activities accompanying the film on the same problem
that the film presents. Even if the technical and artistic
’ ’Reference Outline: Children in Search of God,’ *
(unpublished pamphlet of the Harmon Foundation, Inc., New
York), 9 pp.
132
quality of such films should not be perfect, with proper
treatment their teaching value need not be handicapped by
this fact.
Some films may be used as interpretative teaching
Films of this type might be Bible stories and incidents with
elements which are foreign to the pupils or difficult to
understand. Here it would be necessary to give the children
a certain interpretation of certain unfamiliar customs, or
names, or situations before showing the film. Many of the
teachings of Jesus may be made concrete and interpreted for
the pupil by showing Jesus or others in a situation where
these teachings are being demonstrated. The Harmon Foundation
film of "The Unwelcome Guest" may be taken as an illustration.
This film depicts the incident in the life of Jesus where he
is invited into the Pharisee’s house to dine but the servants
fail to wash his feet or offer him water for his hands. The
woman of the streets enters weeping and bathes his feet with
her tears and anoints them with ointment. Then follows the
rebuke of Jesus of Simon, the Pharisee, for his neglect of
his duties as host and Jesus’ commendation of the kindness and
love of the woman. With a discussion before the film of points
which the pupils need to know in order to understand the film,
and a discussion following, the interpretation of this rather
Janes, op. cit., p. 66.
133
difficult and vague Bible incident may be vividly taught, as
well as the unfamiliar customs of the times.
Many times a film with several reels may be used very
effectively in a series of studies, just as a series of lessons
may be used with a textbook. Such series might be the thirteen
reels of "I Am the Way" on the life of Jesus, used by one church
leader as a series during the summer in the Sunday church
school.She secured with the films from the National Council
of the Y.M.C.A. a summary of the films containing certain re
lated facts in the life of Jesus and suggestions for accompany
ing hymns, scripture reading, discussion, and other points.
Each Sunday certain explanations were made concerning the film
story before it was shown.
Almost as many methods of use may be worked out as there
are. films. The main problem is for the leader to know the group
and have a definite procedure to meet the needs of the group
and best suited to the film. The use of films must be a defi
nite part of the curriculum and of the teaching procedures.
The use of motion pictures in teaching is not to supplant other
helpful aids but to be used supplementary to them. A very
worth while teaching unit might be carried out on a study of
races and racial contributions to civilization and for the
teaching of brotherhood. On the Negro race, as an example, an
Ada Green, First Presbyterian Church of Garfield,
New Jersey; letter of March 3, 1938.
134
exhibit might be conducted showing Negro art. While the ex
hibition is being shown, study classes or talks or reviews
could be given on the achievements of the Negro race. Both
stereopticon slides and motion pictures could be secured to
show the Negro artist at work, and depicting some of their
contributions to civilization. Such material can be obtained
through the Harmon Foundation and the National Council of the
Y.M.C.A. In such a unit of study the motion pictures would be
one small but helpful part, and the church would, with all
these aids, effectively teach the value of the Negro contribu
tions and the very brotherhood of man.
In the Sunday evening service films are often used for
teaching purposes. The majority of films distributed by the
denominational boards are for the teaching of missions and the
service work of the church. In the chapter dealing with films
used in worship, a discussion was given of the use of industrial
films as modern parables and the basis for sermon comments.
Such films, as well as others, may be used as the basis of
forum discussions with adult groups. Many leaders have found
it very valuable to use films, stereopticon slides, and other
aids on the same subject supplementing each other. The ex
perience in the public school shows that a larger amount of
learning follows and is retained longer if several avenues of
approach are used. Here a film is usually used three times
with tests and discussions in between each showing. Other
135
times, if suitable, stereopticon pictures can be secured on
the same subject; their use may eliminate one of the film
showings. The broad range of usefulness of the motion picture
may be summed up in the following statement:
In sacred and secular education for the instructors
of practically every type of student, from the kinder
garten to the professional school, the cinema seemingly
has its function, not as an educational panacea, but as
a valuable supplement to most teaching effects.24
A question which is before the educator at the present
time is the relative value of sound and silent films. There
seems, so far, to be a place for the use of both. Most of the
teaching films for church use and a very large per cent of the
public schools films are silent. A few of the church leaders
interviewed felt that the children and young people were less
interested in the silent films. Other leaders, however, who
had a definite plan of procedure and did not expect the picture
to do the whole task of teaching, felt that for teaching pur
poses the silent film was equally as good, if not better, when
the teacher knew the material and how to approach it. The
silent motion picture is very flexible and is readily adaptable
to various teaching purposes, points of view, and levels of
development. The teacher can guide it and bring out the points
which he chooses. 'A ai lent film may be more easily adapted to
the age and capacities of the pupil in the hands of a skillful
Don Carlos Ellis and Laura Thornborough, Motion
Pictures in Education (New York: Thomas Y. Crowell Company,
1§23) , p. “1if:
136
teacher- The lower price of films and equipment is also an
additional point- However, there are situations in which a
sound film is much more effective, such as in the teaching of
attitudes through a dramatic type of film where the teachers
are inadequately trained in subject matter, where they lack
or fail to use dynamic directive ability, where the approach
to subjective reality is essential, and where sound is an
element in what is being projected.25
Motion picture appreciation. Young people and adults
are taught art appreciation, music appreciation, and other
types in both public and religious education. In the public
schools they are being taught motion picture appreciation to
some extent, but very little is being done in the church to
teach appreciation or toward the development of critical judg
ment as to the value of certain films. This should be a defi
nite part of the teaching work of the church school, to teach
the youth in the evaluation of films according to the Christian
moral and ethical standards. The church has a definite re
sponsibility for teaching discrimination to parents, both for
themselves and for their children. Very little, as far as the
student was able to ascertain, is being done by the local
church. The Federal Council of the Church of Christ in America
2 5
Hoban, Visualizing the Curriculum, p. 122.
13?
is emphasizing the importance of such local work, and also the
International Council of Religious Education. The Methodist
Church has sponsored two study pamphlets for their young people
on the evaluating and choosing of motion pictures,26 which
some churches are using with their youth groups. Dale, after
completing his experiments with the Payne Studies, has produced
a book which is used in a few church groups and widely recom
mended *27
The need for such training is great because of the
popularity of the theatre and because of its demonstrated ef
fect upon the attitudes, emotions, and conduct patterns of
people. John J. Cantwell states strongly the responsibility
of the church and the effect of undesirable films in the fol
lowing paragraph:
So great is the power of the motion picture to impress
the youth of the land that one hour spent in the darkness
of a cinema palace, intent on the unfolding of a wrong
kind of story, can and frequently does nullify years of
careful training on the part of the church, the school,
the home.2®
The results of study and teaching on motion picture
evaluation can be illustrated by an incident in which a high
Elizabeth Pollard, How Shall We Choose Movies (Hew
York: Abingdon Press, 1934), 23 pp.
Elizabeth Pollard, Of What Value Are Moving Pictures
(New York: Abingdon Press, 1930),22 pp.
27
Edgar Dale, How to Appreciate Motion Pictures (New
York: The Macmillan Company, 1935), 234 pp.
William J. Perlman, Movies on Trial (New York:
The Macmillan Company, 1936), p. 25.
138
school girl was telling of two pictures which she had recently
s e e n . 29 she was recommending both pictures to other people
to see, but she was in a discussion group on the social values
in motion pictures and proceeded to rate the pictures accord
ing to the standards the group was using. Both were gangster ■
pictures, but in one of them she had been led unconsciously
into a favorable attitude toward the wealthy, apparently suc
cessful, and; as depicted, unselfish gangsters. The other
story gave a "true-to-life" picture of a hospital so controlled
by gangsters that it had to use cheap medicine, and many deaths
resulted. It depicted the gangsters as selfish-and ruthless.
When the girl looked at the social question involved, she saw
that she could recommend only one of the pictures. Such train
ing should be conducted extensively by the church. A few
churches are presenting reviews in their bulletins, and in
other ways, of current films, recommending certain pictures
and discouraging others, but that service should be supple
mented with a more thorough teaching approach.
General principles. Whatever technique is used, there
are certain fundamental principles to be observed. The teach
ing principles may be formulated from two sources, the peda
gogical principles established by public schools and from
results of scientific experiments in church schools. Since
29 Pollard, How Shall We Choose Movies, p. 10.
139
very few scientific experiments have been conducted by the
church school, most of the principles set forth will be those
of public education which are applicable to religious educa
tion. The steps to which careful attention must be given in
the teaching process may be grouped as follows: (1) analysis
of the film, (2) evaluation, (3} pupil preparation and motiva
tion, (4) methods of projection, (5) drawing of generaliza
tions or leading the pupils to make their own interpretation,
(6) checking the pupils* observations and information gained
for possible errors, and (7) integration from other instruc
tional materials.^^
A few general principles in the use and selection of
motion pictures in teaching may be briefly summarized. First,
the teacher or church leader must view the film in advance
and prepare the lesson approach accordingly. Many of the
religious films are accompanied by teaching suggestions and
outlines which may be used most successfully with certain
adaptations. Second, use the motion picture immediately after
an appropriate mental set has been created in the pupil for
the subject to be learned or the problem to be solved.®^ The
pupils must be prepared in advance or it will be just another
"show" to them. It is well to explain that this is not
Hoban, op. cit., p. 129.
Joseph J. Weber, Picture Values in Education
(Chicago: The Educational Screen, Inc., 19'28) , p. 144.
140
entertainment and definitely connect the film with the other
phases of the group study. Third, if the maximum value is to
be realized, the pupils themselves must feel the need for such
concrete visual experiences in order to clear up problems in
their own minds. This is simply observing the law of r e a d i n e s s . ^2
Fourth, films for instruction should usually be short. Fifth,
show only films on a single theme or related subjects during
the same period.Sixth, the films must be graded to meet the
needs and capacities of the age group. Seventh, use the film
with other methods and approaches for teaching. It is seldom,
if ever, effective without either oral interpretation and dis
cussion, the text material, or other concrete aids. Eighth,
the best method of presentation is to show the film after
suitable preparation or discussion of the problem. Discussion
or observation tests are effective following the picture. It
is generally desirable to project the picture twice or three
times with tests and discussions in between. Ninth, whether
silent pictures are to be accompanied by discussion or not de
pends upon the nature of the lesson and the teacher’s prelimi
nary treatment of the subject, as well as the previous experi
ences and preparation of the pupils. The teacher must handle
Herbert T. Krueger, "A Study of the Use of Pictures
in Education," (unpublished Master’s thesis. University of
Southern California, Los Angeles, California, 1933), 98 pp.
Ellis and Thornborough, op. cit., p. 162 ff.
141
all instmiotion during the showing very skillfully or it will
be distracting. Tenth, the projection should be clear, smooth,
and of the very best technique. Eleventh, at all times the
specific objectives should be kept in mind and treated as only
a means to an end.
In religious instruction no less than in the impart
ing of secular knowledge films have an essential func
tion. In teaching Bible history in Sunday schools, for
example, the filmed Bible stories will give a convincing
realism to characters and events not obtainable by any
amount of reading or preaching and will leave impres
sions never to be forgotten.54
Ibia.. p. 114
CHAPTER VII
THE USE OF MOTION PICTURES IN CHURCH RECREATION
This chapter, after analyzing the nature and importance
of play and recreation in human life and the place of recreation
in the church program, seeks to show how the motion picture may
he of value for recreation and in the recreational program of
the church.
I. RECREATION IN THE CHURCH PROGRAM
It was not until a very few years ago that the true value
of play was discovered by the educational leaders. Play in
stincts were something to be suppressed, and this idea was in
harmony with the theological beliefs of total depravity and
natural sinful tendencies. In the discipline of the Methodist
Church in America in 1792, strong pronouncements were made
against recreation and certain prescribed limits were estab
lished for the students in Methodist schools.^
The students shall be indulged with nothing which the
world calls "play.” Let this rule be observed with the
strictest nicety; for those who play when they are young
will play when they are old*
This traditional attitude towards recreation was gradu
ally modified until modern education realized the value of play
^ H. C. Lehman and P. A. Witty, Psyoholosy of Play
Activities (New York; A. S. Barnes and Company, 19™), p. 3.
143
activities and the necessity of experiencing a proper amount.
A few decades ago the pioneer’s necessity for hard work in
order to subsist was partially responsible for his attitude
that amusement of any kind was frivolous. The new'leisure of
today, on the other hand, is forcing the education to analyze
this condition and the values in recreation to meet such a
need* Since 1889 the man-power required to produce a unit of
manufactured products has decreased 33 per centMany psy
chologists -and psychiatrists feel that much of the present-day
maladjustments are due to the unwise choice of leisure-time
activities.^
The philosophy of education has undergone rapid develop
ment in.relation to recreation in the last few years. John
Dewey has aided in developing the realization of the value of
play, and the necessity for an outlet through wholesome re
creation of the play instincts, or undesirable actions will
result. Dewey’s insistence upon education as life, and not
preparation for life, has aided in revamping the curriculum to
include enjoyable, rich experiences vital to and part of the
life of the developing child, rather than a traditional body
of dogma and dry facts. The needs and the capacities are the
bases of what is to be included in the modern curriculum, and
his need of play has been realized by the public school.
B
Loa cit.
Ibid., p. iV.
3
144
Furthermore, through play the child learns as effectively as
through any other way. Recreation is an educative agent and
affords an opportunity for the individual to react to a situa
tion and to ideas and ideals presented to him. Since all
learning requires some type of reacting, this is important.^
The church is also coming to realize the value of
guided, wholesome recreational activities. At first many
religious educators considered play activities as a bait or
as a preventative to less desirable activities, but they are
now adjuncts to the religious education program. They are an
open door to the real boy and girl, and they furnish a great
opportunity for direct, as well as indirect, religious and
ethical training.^ Unless recreation has a vital relationship
to the main religious educational task, it has no place in the
program. Sponsoring activities as a bait is not sufficient
reason for introducing them, nor would activities for such a
sole purpose be successful. Success in any activity or under
taking depends upon an understanding and appreciation of its
importance and vital relationship to the main educational goals.^
The responsibility for providing adequate and proper recreation
for its people is a duty of the community and of the church.
^ Ibid.. p. 3,
Herbert Wright Gates, Bedreatlon and the Charoh
(Chicago: University of Chicago ¥ress, 191^7) , p. x.
^ Ibid., p. 1.
145
This included not only the children and youth who receive some
guidance in the public school, but also the adult life which
is often overlooked in the recreational planning.
What is the nature of play spirit or true recreation?
Coe states that:
It includes temporary release from the burden of be
ing a person, but release— paradoxical though this be—
by being for the time more rather than less a person.*^
The play spirit is that of care-free, good-humored
laughter. In such laughter one rises above one’s task,
above duty, even. Yet at the same time we can be
quicker to discriminate, and we can be more objective-
minded, less involved and tangled than in prosaic labor.
In play upon a maturely personal level we behold the
actual, know it for what it is, and yet are not subject
to it.8
II. MOTION PICTURES AS AN AID TO CHURCH RECREATION
Next to the automobile, if not superseding it, the
motion picture is probably the most frequently used method of
relaxation and entertainment. As he sees a film, the individual
is lifted out of the environments of his narrow world, leaves
behind the harsh realities of life, and enters into a realm of
fancy and romance. Motion pictures than can do that for a
weary world in a wholesome manner should be a blessing in
entertainment.9 There is an unlimited amount of material for
^ George Albert Coe, What is Christian Education (New
York: Scribner’s and Son, 19^§), p. 11Ô.
8
Loc. cit.
^ W. M. Tippy, How to Select and Judge Motion Pictures
(New York: Federal Council of the Churches of (Thrist xn
America, 1934), p. 14.
146
use in a chureh, especially in the 16 mm. field, though the
recreational leader must make careful selections. William
Lyon Phelps, writing on this subject, feels that films can be
of great value for entertainment and recreation, as well as
for other purposes.
There are plenty of movies that are not only good,
but superb; not only interesting, but thrilling; not
only instructive, but inspiring; not only amusing, but
side-splitting. And helpless, uncontrollable, roaring
laughter is good for everybody.10 -
Any means of releasing the individual from worry and
tension in a stimulating, exhilarating, and restful manner
should be valuable to recreation. The motion picture of the
right type is able to do that. The aim of recreation is to
provide for an emotional and physical change which is restful
and creative for building the body, mind, and spirit. A re
creational motion picture allows one’s body to rest, his mind
to relax from its customary worries, and his spirit to revive
under the spell of another world. Some films, however, are
not of this type ; they are too gruesome or too thrilling and
leave one emotionally fatigued. Children are especially af
fected by the too spectacular and horrible scenes. Care must
be taken in selecting films for recreation, as well as for
other purposes. Pictures have been used to the greatest extent
in the passive, inactive part of the recreational program, but
William J. Perlman, The Movies on Trial (New York:
The Macmillan Company, 1936), p. 94.
147
they can serve as stimuli to greater activity in games and
events following. The techniques of various games can be
taught through pictures and especially by means of slow motion
projection.^^
Twelve different types of groups in the various churches
contacted had used films for recreational purposes in their
programs. This made a total of twenty-six of all the groups
in all the churches, and second in number to those using films
for teaching. Many churches have encountered less opposition
and disapproval on part of church members in the using of mo
tion pictures for recreational purposes than in other phases
of church activity.
A questionnaire was presented to a large number of
people who participated in a series of six church evenings,
consisting of a supper fellowship, a singing period, brief
devotions, an hour period of educational classes, and a full-
length feature motion picture at the end of the evening. Be
cause of the lateness of the hour when the picture was finished,
the questionnaires were taken home to be answered. Only thirty
returns were received, but the answers are indicative of the
general interest and potential value of recreational motion
pictures in the church program* Of the thirty people answering
the questionnaire, only one was not a member of any church;
H. Paul Janes, Screen and Projection in Christian
Education (Philadelphia: W e Westminster Press,“T932), p. 116.
148
twenty-two were members of the church sponsoring the series;
and seven were members of other churches. There were twenty-
seven adults, and three young people between the ages of
eighteen and twenty-four. They were asked to check either of
three answers relative to their reasons for attending. No
checks were given after the question: Have the motion pictures
been the main reason for attending? On the question as to
whether the motion pictures were one of the reasons, twenty-
nine checks were given. Only one ansv/ered that the films had
been no inducement to him.
The picture shown on the evening of the questionnaire
was "The Green Light." In order to determine the feeling re
actions of the congregation, they were asked to check from a
given list the words and phrases which most accurately described
the effect of the film upon their feelings. The number of
checks received by each were as follows:
Stimulating to thought 24
Enjoyable 14
Emotionally stimulating 10
Stimulating desire for
action 7
Thrilling 4
Boring 2
Refreshing 1
Restful 1
Tiring 0
Over-stimulating 0
Though no checks were given to "tiring," several made
comments that the entire evening program was too long and that
the film would have been more enjoyable otherwise. "Enjoyable”
149
and "emotionally stimulating" are reactions which should re
sult from a recreational feature, and though stimulation of
thought is not a direct purpose, it has concomitant value in
recreation. Since only two persons found the picture to be
"boring" and no other undesirable reactions were given, it may
be concluded that this film was a desirable picture for re
creation in the opinion of most of the group who answered the
questionnaire. The two who checked the film to be "boring"
were not against the use of films in church recreation, how
ever, and one of them made the comment that it was refreshing
to have films in the more congenial atmosphere of the church
and hoped such programs would continue.
To determine the concomitant teaching value of the film
as well as the recreational value, the question was asked
relative to any changes of thought or attitudes resulting from
the picture. Sight possible changes were listed for checking
and the results are arranged in order on Table VI.
It is realized that people are often unable to deter
mine, especially immediately, what, if any, changes have been
made in their attitudes. There is also a tendency to mark the
change which a person thinks should or could result from such
a picture. The first two statements were undoubtedly marked
in light of the entire five evenings of the series which they
attended.
Another statement of the questionnaire, which could
150
TABLE VI
NUMBER AND PERCENTAGE OF CHECKS GIVEN TO CHANGES
OF ATTITUDE OR THOUGHT RESULTING FROM THE FIIM,
"GREEN LIGHT," AS INDICATED ON.30 QUESTIONNAIRES
Changes of Attitude
or Thought
Number of
Checks
Per Cent of
Total.Checks
Greater appreciation of value of
wholesome entertainment in the
church program
22 31.9
Greater appreciation of value of
good motion picture
16 23.2
Challenged me to bring my life to
a higher standard
7 10.1
Greater appreciation of the church
and its work
7 10.1
Created in me insight into beauty
and glory of Christian living
6 8.7
Broadened my interest in my fellow-
man and created a desire to serve
him
5 7.2
Created a new insight into work of
religious leaders
4 5.8
Aided in solving problems of
religious faith and belief
2 2.9
151
aid in validating the other answers, was the listing of nine
items and asking the individuals to choose and number three in
order of their preference in a church recreational evening.
A period of song or a "Hymn Club," a supper fellowship, and
the motion picture were the recreational elements in the even
ing in which they were participating, so they might be expected
to give more attention to these than to other features listed.
The motion pictures received twice as many points as
the two following items, which received an equal number. In
like manner the two second highest items received twice as
many points as the two items receiving third highest. The
"Sing," which was one of the three recreational items in the
church evening, received the lowest score of the three, but
was the third highest along with active games. The preference
for the motion picture again agrees with the other reactions'
expressed. These facts are given in Figure 5.
III. TECHNIQUE FOR MOTION PICTURES IN CHURCH RECREATION
In planning an evening’s program the use of pictures
should not usurp the time needed for active participation and
more active types of recreation.With adults the need for
play and active participation may not be so necessary, but the
12
Janes, op. cit., p. 14.
152
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FIGURE 3
PREFERENCE RATING OF ITEMS IN A CHURCH
RECREATIONAL EVENING, COMPUTED
FROM 30 QUESTIONNAIRES
153
American people are too prone to "spectatorites" or to be
entertained without any exertion on their part. People need
to play and to recreate their bodies by physical exertion.
Also, the socializing benefit from playing together with others
cannot be secured by passive observation of a film. In an
ideal situation this phase of human need and recreational value
must be realized through other forms of relaxation. When the
group is tired and ready to indulge in passive entertainment,
no finer method can be found than the use of wholesome, enjoy
able motion pictures.
Of the three churches in Los Angeles who were using
films regularly for recreation, each had a different approach.
One church,where films have been used successfully on
Friday nights for four years with all ages of people, a thirty-
minute community sing with an outstanding choral director pre
ceded the news reel, followed by a short reel, and then the
main full-length feature. This was in a downtown church situ
ation and seemed to meet the need for furnishing wholesome
entertainment for all ages of both church and non-church groups
in the community. A more diversified program did not seem ad
visable or possible under the circumstances. Another group,
Janes, loc. cit♦
Collins Asque, F
interview of February 22, 1938.
Fred B. Trotter, Firs
Park; interview of March 8, 1938.
Collins Asque. First Methodist Church of Los Angeles;
Fred B. Trotter, First Methodist Church, Huntington
154
however, where a Friday night recreational program was spon
sored regularly, had a diversified evening of motion pictures,
active folk games, and other types. Here the program was
sponsored by the young people though many adults attended.
The film was presented near the first of the evening, in this
case, in order to secure the attendance of the adults and
leave the remainder of the evening for the active games which
the young people desired and needed. This was composed more
of the local church members than in the former situation. One
church found it very helpful to use films following a church
supper and before the devotional mid-week meeting. They found
them not only entertaining, but the quieting effect of this
type of recreation prepared the group for the more serious as
pects of the evening.
Many other churches have used films from time to time
on special occasions, and the nature of the affair determined
the technique and place given to the motion picture. Some
churches have found it best to combine both entertainment and
serious features into an evening. The First Baptist Church in
Los Angeles, where the questionnaires were presented, used this
method. The thirty people answering the questionnaire gave
their preference as to when they wished to see an entertainment
motion picture. They gave first preference to the evening
planned with the devotional, instructional, and entertainment
features; however, many of them commented that the evening was
155
too long, from six to ten-thirty, and tiring. Between the
other two arrangements of either an evening of just motion
pictures or an evening of recreation with films as one part,
the first received the preference by a few points. Since this
was largely an adult group and no mention was made of what
would be the other features of a recreational evening, this
choice might be expected. Twice as many points were given,
however, to the diversified evening of entertainment and seri
ous features than to second choice.
The situation, the relationship to the church of those
who attend the activities, and the leadership of those sponsor
ing the evening seem to be factors which must be considered in
determining the type of program. Many church leaders believe
that motion pictures cannot justify themselves as the only
features in any evening, and that people would soon grow tired
of such a situation.18 The findings of the investigator can
not entirely justify that belief since many churches are using
films exclusively in an evening program and with apparent suc
cess. It is universally true, however, that a well-balanced
recreational life needed to be planned for these groups, though
these other features may come on other evenings. Further ex
perimentation needs to be done in this field, but the findings
of the writer lead to the conclusion that no set rule can be
Janes, op. cit.. p. 116.
156
established as yet for all situations, though the recreational
ideal would call for the diversified program.
Selection of films. When the questionnaire group was
asked to give its preference of the five films presented and
the reasons for its choice, "The Barretts of Wimpole Street”
was first with nine points, "The Green Light” and ”Mr. Deeds
Goes to Town" each received eight checks, and "David
Copperfield" and "The Prince and the Pauper" two points.
The reasons given for their choice may give a slight
indication of what standards, an adult church group expects of
recreational films. The reasons given for choosing "The
Barretts of Wimpole Street" were:
A sweet story, pure and wholesome; good lesson to be
gained.
Photography, story interest, high idealism, per
formance.
Historical, and I learned something I had not before
known.
Educational— better understanding of background for
poems of the Brownings.
A human interest story, well acted; convincing por
trayal of life at that time.
I like historical dramas.
It was biographical.
ft
The Green Light" was chosen for the following reasons:
Church atmosphere and unselfish courage shown.
Idealism.
High idealism.
The philosophy.
More incentive to living out Christian principles.
Stimulated thought.
Educational, inspiring; showed true sacrifice of a
scientist.
The reasons given for "Mr. Deeds Goes to Town" included:
157
Because of philosophical value.
We11-presented challenge to existing social order.
Some humor with fine moral value.
Clean and amusing.
The standards are not as exacting for a recreational
film as for one to he used in worship, for instance, but defi*
nite points should be clear in the reviewer’s mind in evalu
ating an entertainment film. Some of the standards given by
the church leaders contacted were :
High moral value, minus those things which might de
grade by subtle influence, tear down rather than build
up the moral fibre of those seeing them.17
Drinking scenes removed as far as possible, and
ladies smoking.
Wholesome, constructive, and artistic.1^
Pictures should be real, life-like, interesting, well-
photographed , well-chosen.20
Properly chosen, high-class literature.
Good high-grade pictures, no triangles; standards like
the standards of the church.22
Clinton D. Bowman, First Presbyterian Church, East
St. Louis, Illinois; letter of March 15, 1938.
Karl W. Scheufler, Methodist Church of Cincinnati,
Ohio; letter of March 3, 1938.
19
Trotter interview, op. cit.
20
W. A. Merrill, Immanuel Presbyterian Church, Los
Angeles, California; interview of February 22, 1938.
W. Clarence Wright, Wilshire Presbyterian Church,
Los Angeles; interview of February 25, 1938.
22
Collins Asque. First Methodist Church, Los Angeles ;
interview of February 22,,1938.
158
General high calibre, good moral tone.^^
When a film is to be used for recreation, the general
points which should be analyzed are technical, artistic stand
ards of the film; the entertainment, enjoyment possibilities;
and the moral and social effects.24 When films are to be used
for children or for family groups, a closer check must be made
than otherwise. Eight questions to use with films for chil
dren have been set forth by Janes and would serve as good
guides in judging. The first three are negative questions and
the last ones are positive.25
1. Are villainy, deception, treachery, etc., stressed
in such a way as to stimulate a child to imitate?
2. Are undesirable characters presented in such a way
as to be admired by children?
3. Does the film in a real way suggest discourteous
pranks or thoughtless, cruel mischief as though funny
and worthy of imitation?
4. If the intention is to portray normal life, are
all the incidents wholesome and true to life?
5. Does the film show young people cooperating with
rather than contemptuous of and successfully opposing
those in authority who deserve their respect?
6. If the film situation is intended to be unreal,
and is so presented in order that humorous incidents in
volving mischievous pranks or peculiarities or person
alities may be enjoyed, is the unreality sufficiently
Wendell Miller, University Methodist Church, Los
Angeles; interview of February 18, 1936.
Tippy, pp. cit., p. 12.
25 Janes, pp. cit., pp. 113-114.
159
evident or the plot so ridionlons that children will
not think seriously of imitation?
7. Is the film of such length that it does not inter
fere with other elements of the recreational program?
B, Does the film stimulate wholesome and pleasurable
feelings rather than strong, harmful emotions?
General principles. There are a few general principles
which should be observed in building the church recreational
life including motion pictures. First, careful selection and
evaluating of pictures must be made with films used for this
purpose, as well as in other phases. There is an unlimited
selection to choose from in this field, while the use of films
for worship, for instance, is very limited. The same thought
ful selection, however, must be made, following definite stand
ards which each leader may work out for himself, following the
suggestions of standards used by other authorities and groups.
Second, films should be graded. When selecting and
using films, the age group with which they are to be used must
be a prominent factor in determining the type of film, the
length, the items to be included in the evening program, the
techniques for using films, and other factors.
Third, adequate leadership must be provided, capable
of guiding a wholesome recreational program. One of the handi
caps discovered with the use of motion pictures in the church
was the theatre attitude with which many community children
and youth would attend. They sometimes attempted to conduct
160
themselves in the noisy, boisterous, destructive manner so
frequently found in small cheap theatres. The leadership must
be adequate to handle such problems and others which may arise.
Fourth, the films must be well-presented and with proper
projection. The seeing of a picture is not restful, enjoyable,
or re-creating of mind, body, and spirit if the sound effects,
the projection, and all other conditions surrounding the even
ing are not properly regulated. There should be comfortable
surroundings without the atmosphere of a theatre.
Fifth, and one of the most important factors, is the
realization that recreation is a definite part of church life,
that it is necessary and character-building. The use of motion
pictures should be one of various means of recreation planned
and conducted by the church in a well-rounded weekly, monthly,
yearly plan of recreational opportunities for the membership
and the community.
Sixth, the special plan for the features which should
be put into an evening of recreation must be determined by the
local situation. Most recreational authorities advise a
diversified evening of active and passive features. Serious
elements may be included, but in an evening planned for re
creation, the fun must not be spoiled by the inclusion of
serious elements. The recreational purpose must be primary.
After supervising a motion picture recreational program
for several years, one church leader made this statement: "The
161
entire plan of American civilization could be elevated by
high grade pictures like "Ihiile Z o l a . "^8 All of the leaders
realize the teaching value inherent in films, though the main
objective is for recreation. When the persons answering the
questionnaire were asked to make any comments on the use of
the films, the statements which were written were all favor
able to the use of films for recreation in church programs,
though several stated that they did not approve of them in
the sanctuary for worship. Some of the most interesting and
characteristic criticisms were as follows:
Re-showing of good, outstanding motion pictures,
without all the claptrap encountered in the majority of
show houses today— especially the double feature com
bining so often a "rotten" gangster picture with a good
picture, bait prizes, drawings, etc.— is very refresh
ing. I sincerely commend the idea and hope such a
program may be continued.
No criticism so long as the motion picture teaches
an uplifting lesson.
Prefer the showing of motion pictures be confined to
the Social Hall. They seem out of place in the sanctuary.
I have no criticism of good, clean, helpful, as well
as entertaining pictures, such as have been shown in
this series (as well as some others which have been
shown in the church), but I do not approve of pictures
being shown on the Sabbath in the sanctuary and to take
the place of a sermon. I doubt if any one would ever
be brought to Christ thrDUgh a motion picture service.
If motion pictures could be brought to portray more
of some of the fine work done by members of the church
26
Asque, op. cit.
162
through its channels, instead of belittling the church
continually and acclaiming righteousness mostly outside
the church, if we could have pictures made by Christian
people for the church, it would be more ideal. I mean
true Christians in principle and life. It would elevate
the whole situation in my opinion.
There are too often features in the pictures which
are not approved by church members or most Christians,
and when these are shown under church auspices, it
seems to give church approval to these features . . .
None [criticisms]. We think the program has been
fine, and have enjoyed all of them, and thank the church
leaders for their work, and hope that there will be more
of them before we leave for the East. May the good Lord
bless you all.
CHAPTER VIII
THE USE OF MOTION PICTURES
IN THE SERVICE ACTIVITIES OF THE CHURCH
When the church leaders were asked the purpose for
which they used films, one answer frequently given was "for
promotion.” However, since the promotional activities were
generally in connection with the service work of the church
program, it will be considered under this phase. In this
chapter the nature and importance of service in the church
curriculum are considered and the extent to which the motion
picture may make its contribution in this field. Results of
the letters and interviews are given, showing the use and
value of films for service activities in various churches
and denominational boards. The local church producing of
motion pictures has proved to be a very interesting and worth
while activity. These experiences are discussed and analyzed
relative to their use in social service training and as an
avenue through which social living may be realized. The
chapter concludes with the statement of six general principles
which should be followed in developing the social service
approach in the curriculum.
I. THE NATURE OF SERVICE ACTIVITIES
IN THE CHURCH PROGRAMS
Training in social service in the truest sense is
training in Christian living. It is indeed "the
164
Christianization of all our social contacts," leading
to the progressive realization in individuals and
society of those ideals of brotherhood and service
embodied in the life and teachings of Jesus.^
Since the fatherhood of God and the brotherhood of man
are the fundamental principles underlying all of Jesus* teach
ings, the importance of the service activities of the church,
based upon the principle of brotherhood, should not be mini
mized. The church is organized for the purpose of serving
and meeting the needs of the people. It must not only pro
vide avenues of service for its members, but they must be
trained and stimulated to serve their fellow men. The chil
dren and youth must be given and guided in opportunities to
practice right attitudes and actions toward others. The do
ing of service to others is not enough unless the right at
titudes are developed within the server. The religious edu
cator must help the pupils to understand the social world in
which they live and aid them in developing a skill in ful
filling its demands. The leader must cultivate within them
"a growing religio-social consciousness and the technic for
expressing that consciousness in all their social relation
ships."^
Four specific objectives have been formulated for the
church to follow in training and guiding its people in social
^ George A. Betts and Marion 0. Hawthorne, Method in
Teaching Religion (New York: Abingdon Press, 1925), p. 42Ü7
^ Ibid.. p. 421.
165
service.^ First, to make available to the pupils a constantly
increasing body of knowledge concerning the meaning and pur
pose of social living, as taught and exemplified by Jesus and
his followers who have given their lives to spreading the
Christian message. Second, to develop within the pupils an
intelligent interest and sympathetic understanding of others,
from those in their family group to citizens of other coun
tries. Third, to help the pupils develop skill in Christian
living by guiding their responses in actual situations in
which they have an opportunity to express their growing social
attitudes and ideals. The teaching of social ideals is not
sufficient, alone, but opportunities for Christian service
must be provided. Fourth, to familiarize the pupils with the
service work of the church and to win their loyalty to it and
cooperation in it. The winning of the loyalty and cooperation,
usually a financial cooperation, to the service program of the
church is the thought most of the leaders have in mind when
they speak of promotional activities.
The service program cannot be separated from other
phases but must be a part of the total curriculum. All phases
of the church program are interrelated, and the social ideals
and motives should permeate every activity if the pupil is to
be trained in social living. However, it is true that a
specific approach and definite planning must be provided if
^ Ibid.. p. 423.
166
the service objectives are to be achieved.
II. THE USE OF MOTION PICTURES IN SERVICE ACTIVITIES
Of what aid may the motion picture be to the church in
developing a religio-social consciousness in its people, in
training in social living, in furthering the spread of the
kingdom, and in enlarging its field of service? The Payne
Studies, made by Thurstone and Peterson,^ revealed the power
of the motion picture in affecting the social attitudes toward
racial problems, war, crime, punishment of criminals, capital
punishment, and prohibition problems. These effects have been
stressed under the chapter on "Teaching,” but since the making
available of knowledge concerning these social service problems
and developing of Christian social attitudes are two of the ob
jectives and basis of all service activities, they should be
mentioned again in this connection.
The social influence of the motion picture is very great
because of the power of the visual drama and because motion
pictures deal with life situations and problems. If the churches
will, by cooperative action, secure the production of films
which contain Christian social attitudes, they will be using
even the theatre as a means of reaching and serving mankind and
Ruth C. Peterson and L. L. Thurstone. Motion Pictures
and the Social Attitudes of Children (New York; The Macmillan
dompany, 1933), 75 pp.
167
of building the Kingdom of God. At the present time there is
a great deal of fostering of racial misunderstanding, class
distinction, militarism, and other socially undesirable effects,
as well as the more desirable attitudes.®
The motion picture not only may serve to bring knowledge
to the pupils concerning the meaning and purpose of social
living in an effective way and to build attitudes in the pupils
toward their fellowmen and toward social service problems, but
they also have the power to incite and stimulate conduct.
Blumer, in his study of the effect of motion pictures upon con
duct of the learner, discovered that ”in a genuine sense motion
pictures define his role, elicit and direct his impulses, and
provide substance for his emotions and ideas."® He established
motion pictures as an incitant to conduct and a form of stimula
tion.*^ A Massachusetts charitable organization, realizing this
fact, produced a film called "The Challenge to the Community,"
depicting the awful slum conditions, and ended by asking the un
pleasant question, "What are you going to do about this?” This
brought the truth so vividly before the taxpayers that steps
® Worth M. Tippy, How to Select and Judge Motion Pictures
(New York: Federal Council of the Churches ofChrist in America,
1933), p. 14.
^ Herbert Blumer. Movies and Conduct (New York: The
Macmillan Company, 1933;, p. 197.
. p. 196.
168
were taken to remedy the situation.®
In realization of the third objective of social service,
after seeing a picture which arouses feelings and incites to
conduct, the church has the opportunity of guiding people's
responses into situations where they may express these growing
social ideals. Too often such aids as the motion picture have
been used to arouse and motivate the people, and the church has
stopped there and failed to guide the aroused interest* The
motion picture, in this phase of the program as well as in all
others, should not be used exclusively, or in all situations,
or in place of other aids. Motion pictures are but one type
of instruction and must be supplemented by and be supplementary
to other educational methods.
Under the service program of the church, motion pictures
have been used most extensively to familiarize people with the
work of the church and to win their loyalty and cooperation to
it. Many of the church denominational boards use films ex
clusively in their social service and mission departments. The
Northern Baptist Convention distributes probably one thousand
to fifteen hundred bookings of films of this type a year.^ One
church leader, using the same film on five different occasions
in his church, made the comment that this motion picture had
® John R. Tunis, "More Than Hollywood,” The Christian
Century, 54:745-746, June 9, 1937.
^ Harry S. Myers, Secretary of Visualization of the
Northern Baptist Convention; letter of March 9, 1958.
169
done more to give information about missionary work, create
interest in it, and secure contributions than anything else
that had been done in that church in ten years
Many-of the situations or suggested uses for the motion
picture discussed in the chapter on "Teaching" are applicable
here. The service activities of the church consist of the
supplementary work of teaching and guiding the people in defi
nite rendering of service. The methods used in teaching the
fundamental attitudes and ideals of service and social living
would follow the same general principles as all church school
teaching. The service training may be given in the classroom
or in an instructional, promotional worship service.
III. THE PRODUCTION OF MOTION PICTURES BY THE LOCAL CHURCH
For some time the religious educator has realized the
value of producing or presenting plays and pageants not only
as an inspiration or a way of conveying ideals to the spectators
but as a means of guiding the participators in the achieving of
desirable attitudes, experiences, and proper conduct patterns.
In the same way the producing of motion pictures by the local
church may be a project for training. Many young people have
felt that they were rendering a service to the church and to
the members of the congregation by taking part in a Christmas
play and thus helping to bring the Christmas message. At the
Loc. cit.
170
same time the message of the Christmas season and the experi
ences of the people in the play or pageant have entered into
their own personal experiences in such a real way that the in
fluences were never lost. The producing of motion pictures,
if directed effectively, can have the same effect upon the
participators as they prepare the script for filming. Further
more, the experiences can be relived each time the produced
film is projected upon the screen.
Both 16 mm. and 8 mm. film materials can be secured at
a fairly reasonable price. The 16 mm. size is best for nearly
all types of work except when using films with very large groups
of five hundred or more, and then the larger pictures are neces
sary. The 8 mm., though very reasonable in price, can be used
with only small groups, such as with a church school class or
a small home gathering. An increasing number of individuals
are owning motion picture equipment and producing films for
their own pleasure. For.several years the Department of the
Church and Social Service of the Fed.qral Council of the Churches
of Christ in America has encouraged the local church to produce
films of their activities.
"It is as possible for amateurs in a church to produce
one and two-reel studio films as to produce amateur stage plays
and pageantry, and it is being done in some churches."^^ This
Harold M. Robinson and others, "Better Films Councils,"
(unpublished pamphlet by the Federal Council of the Churches of
Christ in America, New York, 1953), p. 5.
171
is the supposition upon which the work of the Federal Council
of the Church of Christ in America is conducted in their attempt
to promote local church producing activities.
Of the seventeen churches interviewed or contacted by
letter, eleven of them had either produced one local film or
more or they were planning to do so this year. All of these
churches, except one, felt that the value to be gained by
creative producing was considerable. The one exception felt
that the church would thus be attempting to compete in a field
for which it is not trained, and that the best results the
church could have from motion pictures would be to work for the
improvement of the professional films, and to support the right
type of theatrical pictures.
Adequate leadership must be provided for the producing
of motion pictures, just as in the similar work of presenting
a play or drama. It would be advisable for churches which are
considering doing the production of films to seek technical
advice and assistance from such groups as the Amateur Cinema
League, Incorporated, 105 West 40th Street, New York City.
Membership in this group may be secured for five dollars a year,
which entitles one not only to technical assistance but in
cludes very valuable materials, such as their monthly journal,
"Movie Makers.”
12 S . Rcwe, Methodist Church, Chagrin Falls, Ohio;
letter of March 7, 1938.
172
The amateur motion picture does not attempt to compete
with the church, hut has its own unique contribution to make.
One church leader, who has worked under Vieth at Yale Divinity
School, and is now producing several films in his own church,
gave his evaluation of this activity when he wrote :
I think that the project of making a movie provides
a setting for Christian education, as religious drama,
and it betters drama in part in that it can be projected
again and again.
Motion pictures may be produced for a specific objective
and to secure definite results. The local church may depict
in a film those experiences, events, and teachings which it
wishes to bring before its people in an effective manner. The
members of the Church of All Nations in New York City produced
a film showing their activities and sent it to various churches
and organizations. It brought instantaneous response in money,
clothing, and supplies; people came to New York especially to
visit the church; volunteers poured in to assist in the work.
At the same time the heterogeneous group within the church, who
shared in the making of the film, understood better the work
they were doing.This film not only brought a knowledge of
conditions to people but it motivated them to service and re
vealed the service which they might render. A similar experi
ment was conducted by the First Methodist Church, Los Angeles,
Dwight S. Large, Court Street Church, Flint, Michigan;
letter of March 8, 1938.
Tunis, op. cit., pp. 745-746.
173
in their social service department when a film was produced to
show the work of this department.^® The film, "A Cup of Cold
Water," brought a very good financial response when shown to
the church membership.
Many churches find it very effective to present annual
reports of their religious education work in the form of a
creatively produced film. They also find that the value of
recording activities in films from year to year may be useful
as a means of studying the growth and improvement of the pro
gram as well as for entertainment.
Two churches of the seventeen interviewed had found a
very helpful and unique mieans of service through the use of
amateur produced films. In one instance the pastor has made
the taking of pictures his hobby and always takes very inter
esting scenes during his summer vacation with color films as
well as on other occasions during the year.^® One of his most
popular colored films is of the Pasadena Rose Parade, an annual
event on New Year's Day in Pasadena, California. He then takes
his films into the homes of the shut-ins who cannot have this
joy and pleasure otherwise. The value of this service, as ex
pressed in his own words, was: "The most satisfying bit of
Collins Asque, First Methodist Church, Los Angeles;
interview of February 22, 1938.
Harry Blatter, Methodist Church of South Pasadena,
California; interview of March 8, 1938.
174
service that I can render.
Another minister instigated this same wort.h while and
unique service by sending his young people into the homes of
the shut-ins with a film of their church school taken on Rally
Day.^® Other churches are finding other purposes for producing
their own films and using them along with films they have
secured from other sources. Short films may be produced of
Bible stories and stories with social teachings, which may be
used either in departmental worship services or in study classes
in connection with some study. The double value of the effect
on the participators and the effect upon those seeing the film,
and the purpose for which it is used, make the creative producing
of films especially important to the service teaching and activi
ties.
One of the most widely publicized and elaborate under
takings in church producing was in connection with the eightieth
anniversary of the founding of the Methodist Church in Fayette,
lowa.^^ The church board decided that the most entertaining
and instructive way to celebrate the occasion would be for the
history of the church-to be depicted in a motion picture. Al
most the entire church, with the help of students from Upper
1 7
Loc. cit.
H. Clifford Northcott, Methodist Church of Champaign,
Illinois; letter of March 14, 1938.
John D. Clinton, Methodist Church of Fayette, Iowa;
letter of March 22.,, 1938.
175
Iowa University, and other groups in the oommunity, including
certain employees of the Chicago, Milwaukee, Saint Paul and
Pacific Railway, and one of their trains, cooperated in pro
ducing nine hundred feet of film. Results not only included
the completed film, the enjoyment of all participating in and
witnessing the picture, but many people became interested in
Christian living through the filming activities. The slogan
for the celebration was "eighty new members on our eightieth
anniversary,"^® and this was not an easy task for a small
church in a town of a thousand population. The pastor had the
opportunity, as he worked with various groups on the film, such
as a group of college students from the university, to challenge
them with Christian living and church membership and to work
for Christ as earnestly as they had worked for him on the motion
picture. Seventeen of these college students joined the church
and several adults who were first attracted to the church
through the production activities. One older lady, a grand
mother who was in an 1857 scene and forgot to remove her modern
zippers, was baptized and came in to the church for the first
time.
IV. GENERAL PRINCIPLES
Aside from the element of expense, the use of motion
John D. Clinton, "The Call of High Memories," The
Epworth Herald, 41:8-9, February 22, 1930.
176
pictures and service promotional activities is limited only to
the extent that the church leadership lacks ingenuity. There
are many approaches which may be followed, and the ability of
the leadership and the local situation will be determining
factors. The use of films will follow the same basic princi
ples discussed in relation to teaching, worship, and recreation.
There are a few guiding principles'^ which the church leader
should follow in developing the service curriculum, and these
are applicable also to the service program using motion pic
tures:
First, all materials and activities, including the
motion pictures, must be graded to meet the interests, needs,
and capacities of the learners.
Second, all service training and activities must be
correlated with, and an outgrowth of, the larger program of
religious education.
Third, the task in which the pupils engage must grow
out of real situations and be performed to meet actual service
needs.
Fourth, the results of the project or service activity
should be made known and the values conserved as the basis for
further service activities.
Fifth, from participating in the social service program
Betts and Hawthorne, op. cit.,p. 441 ff.
177
the learners should acquire useful knowledge, cultivate funda
mental attitudes and definite skills in social living and
serving others.
Sixth, the leadership must know and understand the ob
jectives and possess the necessary skill for achieving these
objectives in the lives of the learners.
CHAPTER IX
SUMMARY AND CONCLUSION
The aim of this chapter is to present a general summary
of this investigation and to give the conclusions and recom
mendations for further study. The summary is treated under
three phases: (1) general principles governing the use of
motion pictures in the Protestant church program, (2) the use
of motion pictures in the four major phases of the church
program, and (3) difficulties to be overcome. The conclusion
includes the areas in which future work is necessary. The use
of the motion picture is then evaluated in terms of the final
test which all curriculum materials must meet— namely, how may
the motion picture contribute to the primary aim of the church.
I. GENERAL PRINCIPLES GOVERNING THE USE OF
MOTION PICTURES IN THE PROTESTANT CHURCH PROGRAM
Religious leaders and educators are beginning to sense
the value of visual methods, and most of them are desirous of
introducing motion pictures into certain phases of their pro
grams. Though formerly films were used as attendance promoters
or as a "bait" to induce people to attend in order to be able
to present the real message, the trend is toward the realiza
tion of the educational value inherent in the motion picture
technique. Many leaders, however, are not yet aware of the
179
relation of motion pictures to the total curriculum, or of the
extent of their value. Most of the churches contacted are
using films only in limited areas of their work. As yet,
motion pictures have not become a method to be considered along
with other methods in approaching all curriculum problems. At
the present time one church may use films for the Sunday even
ing service but their potential aid is not considered for the
mothers' group or the boys' club or the church school classes.
Furthermore, there is a tendency to use them as an end in them
selves, instead of a means to the realization of definite ob
jectives .
The progressive religious leader is concerned with the
application of this new method and tool to the old task of
teaching religion and guiding the religious experiences be
cause it has the potential power of carrying out that work
more effectively. Therefore, from the experiences of those
using films in the church, from the studies made in the public
educational field, and after analyzing the motion picture in
light of fundamental religious educational principles, certain
principles have been formulated as basic guides governing the
utilization of their use.
First, in determining whether to use the motion picture
or use some other aid in any particular situation or age group,
the religious leader must use the same déterminent as he would
use in selecting or determining any curriculum material— namely.
180
it must meet the needs, interests, capacities, and life ex
periences of the group to be served.
Second, in order to select the most satisfactory film
and the proper methods, it is necessary to determine the pur
pose for using the film.
Third, motion pictures are not substitutes but they
have a vital service of their own to render which displaces
no function or materials already used effectively and enrich
ing the program. They are supplementary aids to the rest of
the program.
Fourth, if motion pictures are to be of maximum service
they must form an integral and regular part of the curriculum.
When they are used sporadically and as an additional attrac
tion, very little value is realized, except in some instances
for recreation. When the year's curriculum of the church is
planned, motion pictures should be considered as an effective
aid and be planned for and utilized in the program along with
all other effective means to realize the objectives of the year.
Fifth, motion pictures are a means to an end and not an
end in themselves. They are used to enrich, promote, or secure
some definite vital objective.
Sixth, since films have been so closely connected with
the theatre for the sole purpose of entertainment, their use
in the church must be preceded by a preparation of the pupils
or congregation to secure an approach of curiosity, a desire
181
to learn, an interest in solving some problem, or a desire to
worship and be inspired by the message of the film. Thus, in
light of the objectives to be realized, use the film only after
an appropriate mental set has been aroused in the individuals
to learn, or to worship, or to be challenged, or to be enter
tained by the picture.
Seventh, the effectiveness of services or study groups
in which pictures are used will be increased, usually, by the
addition of other materials, such as other visual aids. Oral
speech, written language, and visual presentations should
supplement each other.
Eighth, never use a motion picture without first care
fully selecting it, evaluating it, and determining the best
method of approach. Some church leaders have learned, by very
unpleasant experience, that the film must be carefully selected
in light of the moral and ethical standards of the church, the
technical standards of the film, and in consideration of the
purposes for which it is to be used. Many organizations have
found it advisable to use a score card for carefully rating a
picture. Table VII outlines a general rating scale, suggested
by Eastman,^ which should be of value as an example to leaders
who are attempting to formulate principles to guide them in
making selections.
1 Fred Eastman and Edward Ouellette, Better Motion
Pictures (Chicago: Pilgrim Press, 1936), p. 3Ô.
182
TABLE VII
SCORE CARD FOR RATING A PICTURE
^ ^ Score
Drama— The Content 1,2,3,4,5,6,7,8,9,10
A. Does it reach the emotions?
B. Do the characters seem real
and worth knowing?
G. Does the plot involve a conflict
that rises to a climax?
D. Do the characters have to make
important choices?
E. Is the theme clear and worth
while?
F. Is the solution convincing?
G. Is the total effect interesting
and stimulating?
The Audience:
1. For Children
H. Is it free from objectionable
excitement?
I. Does it Stimulate the imagination
to wholesome and beautiful pictures?
I. Does the story encourage constructive
attitudes?
K. Are the behavior patterns worth
imitating?
2. For Everyone
L* Is the scale of values like the
values of the home and church?
The Technique— Other Items
Continuity
Directing
Casting
Setting
Costuming
Acting
Camera work and photography
Social qualities as a whole
Educational qualities as a whole
Spiritual qualities as a whole
183
Ninth, the use of motion pictures can never be very-
successful if the projection features are not properly handled,
and sound in a sound picture must be clear and distinct. Many
ministers have found this to be very important in worship
services if a worshipful atmosphere is to be maintained and
worship experiences are to result.
Tenth, the success of the motion picture in the program
of the church rests primarily upon the skill of the leader and
his methods of use. A film may be very successful with one
leader and very unsatisfactory with another less skilled or
careful in his approach.
Eleventh, motion pictures, as all materials and methods,
are of value in the church program to the extent that they aid
in the realization of the main objective of the church— namely,
the development of growing Christian personalities and a
Christian society. No materials or procedures have a place in
the curriculum which do not contribute in some way to the
achieving of this two f/old ob jective of the church.
Church leaders who are securing successful results are
following these general principles as well as the more specific
ones which function for each purpose for which films are used.
II. THE USE OF MOTION PICTURES IN THE
FOUR MAJOR PHASES OF THE CHURCH PROGRAM
The major activities of the Protestant church can be
184
conveniently designated under the headings of worship, study
or teaching, recreation, and service. The use of motion pic
tures by the church has been considered in the light of their
potential contribution in each of these areas. The nature and
place of each activity in the church program has been analyzed
and the principles which govern its functioning. After reading
and analyzing the experiences of authorities in the use of films
in both public and religious education, from the information
gained through personal interview and correspondence, and from
the reactions received through thirty questionnaires answered
in a church midweek evening where a film was used as recrea
tion, and through one hundred and twenty-eight questionnaires
answered in a worship service using a motion picture, the in
vestigator has attempted to determine the effectiveness and
the methods of using films in each of the four major areas of
the church curriculum.
Findings relative to motion pictures in worship. There
seems to be some difference of opinion among the church leaders
as to the function of motion pictures as an aid to worship.
However, from among nineteen leaders of seventeen churches,
from some fourteen others who were heads of departments of
visual aid or motion picture committees, and from all books
and articles studied relative to the use of motion pictures
in the church, only two church leaders expressed the belief
that little, if any, value was to be gained from the use of
185
films in the worship service. Their primary objection seemed
to be that suitable films were not available, and secondly
that the connection of the films with the theatre resulted in
the attendance of a crowd who came to be entertained and whose
theatrical attitudes and expectancy prevented them from wor
shipping* The other leaders recognized both of these facts
as handicaps but felt that they could be overcome. One other
minister questioned whether pictures were conducive to worship
feeling or reactions but he felt they could be very useful and
helpful as teaching religious ideals and knowledges in a serv
ice following a lovely worship period.
From the very enriching and inspiring services which
have been experienced by leaders using films properly, and
from all the sources analyzed in this study, the conclusion
has been reached that films may have a very definite and ef
fective use in worship. The two primary considerations which
determine the success or failure of a film in a service of wor
ship is the value and standard of the film selected and the
skill and techniques of use on part of the leader.
It was discovered that there are fewer suitable films
for worship than films for other purposes, but the value of
those which are available is not, often, realized because of
the leaders lack of skill. Just as church leaders had to be
trained in the use of hymns, organ music, symbolism, the ser
mon, the drama, and other aids to worship, so leaders must be
186
trained in the best approach with the motion picture* The
chapter dealing with worship through the motion picture lists
eleven general principles which function to realize true wor
ship experiences*
. . . films which show heroism, devotion, idealism,
and greatness of endeavor; films which suggest the
thought of God and the Unseen, or which deal with
religious life and work, have spiritual meaning * ^
Such films employed skillfully and according to the
psychological principles of worship may truly be a great value
in the worship program of the Protestant church.
Findings relative to teaching with motion pictures. All
of the leaders contacted realized, to some extent, the educa
tional value of the motion picture. However, it was also dis
covered that the skill and extent of use was not commensurate
with the known value. The tendency has been to show a film
and expect teaching values to result. The national boards of
most of the larger denominations and the interdenominational
groups, such as the Y.M.C.A., the Federal Council of the
Churches of Christ in America, the International Council of
Religious Education, and such nonchurch organizations as the
Harmon Foundation, Incorporated, are strongly stressing the
techniques and definite plans for teaching procedure with
^ W. M. Tippy, How to Select and Judge Motion Pictures
(New York: Federal Council of the Churches of Christ xn
America, 1934), p. 12,
187
teaching films. Those who have employed such methods, or
worked out successful methods of their own, are realizing great
value from the use of films in religious teaching. Motion
pictures for teaching are being used in church school classes,
vacation church schools, adult forums, Sunday evening services,
club groups, mid-week study periods. Their value is recognized
in parent's groups, teacher training activities, and in other
activities where few have been used up to date.
The experiences and methods of the public school are
applicable in most religious educational situations. In this
study general principles for the use of the film in religious
education are formulated from the results of the studies made
in the public school and from the most successful methods used
by the religious leaders. The objectives of religious teaching
are discussed and an analysis made of the extent to which motion
pictures may aid in their realization. The two basic principles
are that the selection of materials must be.based upon the needs,
capacities, and interests of the learner, and secondly that ade
quate interpretation of the film material must be made in terms
of the needs and capacities of the group and the best methods
of approach.
Since the supply of films for teaching purposes was found
to be unlimited, since projection equipment and materials are
becoming much more reasonable in price, and since many free
films can be secured from various sources, the churches should
188
use films for teaching more extensively than they are doing.
Because of this fact, the International Council of Religious
Education is attempting to stimulate the use of films and the
production of new teaching films upon the same basis as they
sponsor other curriculum materials, and to educate the public
in their use. The question of distribution is one also which
the Council is seeking to solve.
It was discovered that very little emphasis was being
given to training young people and children in evaluating and
judging films. The interdenominational, as well as some
denominational, agencies are encouraging this heeded training,
and those who have included it in their study programs are
realizing very worthwhile results. The public school apprecia
tion courses should be supplemented by the Christian character-
building analysis of the church.
In teaching it is revealed that the method of use and
the method of approach is again of primary importance. Even
a film which suggests or depicts un-Christian standards of
conduct can be used to teach positive Christian standards if
it is properly treated. Children and youth can be taught to
critically evaluate such conduct and profit by making decisions
relative to it. It depends upon the skill and techniques of
the religious teacher as to the value to be gained from motion
pictures in teaching.
Findings relative to motion pictures in recreation. The
189
realization of the value of recreation in human life and the
modern approach to the problem of recreation in the church
curriculum has aided in promoting the introduction of motion
pictures into the church recreational program. The church to
day recognizes its responsibility in providing wholesome, re
creating recreation for its members, and many churches have
found the motion picture as one means for meeting this need.
Here again the tendency is to let the motion picture
do all the work. It is true that such a special technique of
using films for recreation is not necessary, as with the other
purposes, since the enjoyment is present from seeing a clean
picture under wholesome surroundings. However, motion pictures
are passive entertainment, and in order to provide a well-
rounded recreational life, the more active forms of entertain
ment should be included. These may be planned for different
evenings, but the most satisfactory results, in most situations,
were secured when a balanced program for each recreational
evening was sponsored.
Another mistake of many churches was to include too
many features into an evening program, and with a long feature
film the evening was tiring. Some leaders preferred to have
serious elements included, while other leaders preferred just
recreational elements in an evening of fun. There are also
concomitant values, such as the stimulation of thought and the
fostering of desirable attitudes, which result from the use of
190
entertainment films along with the strictly recreational-values.
Even for recreation the church leaders found that their
members preferred the religious type of film. Historical films,
pictures with children, and animated cartoons were also favor
ites. When the results were compiled from only thirty question
naires, it was discovered that over twice as many points were
given to the use of the motion picture in an evening of recrea
tion than to the entertainment feature receiving second prefer
ence. The number of returns from this questionnaire was too
small to draw any conclusions, but the experiences of other
recreational and church leaders seem to verify the popularity
and preference for motion pictures in the recreation program.
The supply of films was found to be sufficient, except most of
the theatrical films needed cutting in some part.
The fundamental principles to observe in using films
for recreation are: the proper selection of films with desirable
moral and ethical standards and enjosrment value; films should
be suited to the age group ; adequate leadership must be pro
vided; projection features must be of good quality; and funda
mentally the use of motion pictures must be a definite part of
the recreational program of the church, which is character-
building and a factor contributing to this objective of the
church.
Findings relative to the use of motion pictures in the
service activities. The films which were among the first to be
191
used in church programs were missionary and service promotion
types. The denominational boards sponsor and distribute mainly
this type of films for social service purposes.
Films in the service phase of the church program were
discovered to be helpful in teaching and securing desirable
social attitudes, which are fundamental to all service activi
ties; to aid in stimulating individuals to activity and service
participation; to aid in securing financial support for the
service activities of the church; a means of conveying know
ledge and information vividly to the members ; and through crea
tive church producing of films, a means of service activity is
provided, and ideals and attitudes are acquired from participa
tion in production activities.
The most unique and one of the most useful means of
using films in service activities was the showing of films to
shut-ins. Two church leaders gave this as one of the most
valuable services that they could render. In both instances
the films used were ones which had been produced by the local
church or minister.
With adequate leadership most church leaders found the
producing of films to be very valuable in character building,
and also found the produced films very helpful in recording
events, presenting a yearly report, in helping to secure
interest, cooperation, and financial support, in depicting
progress, and for many other purposes.
192
The principles which must be followed in using films
for service activities are, in general, the same as those for
the other phases of the curriculum, and especially similar to
tea ohi ng.
III. DIFFICULTIES TO BE OVERCOME
There were found certain common and widespread diffi
culties in the use of films in church activities. First, the
supply of suitable films was limited for use in worship. Even
the best of theatrical films contain some undesirable elements
when considered for this purpose. The church leaders feel that
only films produced for religious purposes will meet the need.
Many films of religious type have failed to achieve the desired
technical and artistic standards. Since the use of films by
churches is increasing and the demand for suitable films is
being expressed, it is hoped that the new companies, which are
entering the field, will be able to profitably produce the type
of film needed.
The item of expense has hindered the activities of many
churches relative to the use of pictures. However, new types
of equipment at lower prices are being produced and secured by
the churches. It has been suggested that a group of churches
invest in equipment cooperatively and circulate it around, as
has been done with stereopticon equipment.
The problem of distribution has hindered the wider use
193
of films, but it is hoped in the near future that certain
denominational and interdenominational local offices can help
with this problem. The new motion picture company, being
formed in Hollywood to produce religious films, is to have its
films distributed by Bell and Howell, whose distributing offices
are found in most of the principal cities.
After securing suitable films and equipment, the church
leaders found that they were faced with an attitude on the part
of many which they called the "movie mind." These individuals
were so accustomed to the use of the motion picture in the
theatre that they came to the church with the same expectation
of being entertained. A thorough and careful preparation and
conditioning must be employed to overcome this attitude.
IV. CONCLUSION
Future work. There are many experiments which need to
be conducted relative to the use of motion pictures in the
church program. Experiments need to be made with both sound
and silent films to better determine their respective areas of
effectiveness.
The maximum value cannot be realized from the use of
films in worship until a larger supply of suitable films is
available. A study should be conducted in the worship field
alone to determine the specific types of films most suited to
various worship conditions, and to test the various types of
method with various types of groups and conditions.
194
In the teaching work of the church scientific experiments
need to be made with different methods to use in the religious
classroom. Many public education methods should be tested, and
scientific analysis of the results of the methods used already
in the church school.
In the future, the leadership must be better trained in
the use of the motion picture as a valuable tool. Schools of
religious education and divinity schools should introduce
courses into their curriculum on the use and making of films.
This may be done in conjunction with the teaching of other
methods, but it should have a definite place in the training
of future church leaders.
Church boards and interdenominational groups are seeking
to secure film materials which parallel and supplement the
written materials and other aids of the curriculum. Up to the
present, most of their material has supplemented only the mis
sionary and social service activities. Such groups should ex
pand the types of materials which they sponsor and distribute.
Local churches should be encouraged to attempt a larger
amount of creative production. The first attempts may be crude
but they will improve with experience. Dramatic leaders of
local churches can be trained in motion picture techniques. As
the churches do more local creative producing, new values will
be realized from this activity.
In time, many local communities or churches may wish to
195
build a film library, as some have done with other types of
pictures. When churches are able to secure films regularly,
as they wish and what they wish, then they can make them a
regular part of their curriculum and develop a well-planned
program for the whole year's work with films as a part.
Character and society building values. The test of the
value of films in the church program must first and fundamentally
be considered in light of their value in realizing the general
aims of the church. All the church leaders contacted by either
letter or interview, with but one exception, felt films had a
definite place in the program of the church, since they con
tributed to the primary aim— namely, the progressive development
of Christian character and a Christian society. If films do
not contribute in some measure to this aim, they do not belong
in the church program. The findings of this study have all
indicated that films have even greater potentiality in realizing
this objective than has been realized up to the present time.
The development of Christian character and a Christian society
is being aided at the present time by films in the churches
where they are used. This is the consensus of opinion of these
church leaders.
Motion pictures may contribute just as much and as
well as the message presented in any other way, and
probably more so toward the development of Christian
character and a Christian social order.
3 Clinton D. Bowman, First Presbyterian Church of East
St. Louis, Illinois; letter of March 15, 1938.
196
In conclusion, the potential effectiveness and value
of the motion picture is summed up in the following symbolic
words of appreciation:^
I Am the Motion Picture
I am the motion picture^
I am the child of man’s genius, the triumph of man
over space and time. I am eloquent to millions. I
travel desert sands, I climb the tallest mountain peaks.
I travel prairie, glacier, jungle, forest, sea, and air
and bring the vision of my journeys to the eyes of com
mon man.
I am the pleasant hour of prince and child, of master
mind and little boy. I instruct, I delight, I thrill,
I entertain, I please, I shock, I cheer, I move the
world to laughter and tears.
I am the sublime story teller of all ages. I am the
drama’s greater brother.
I have more friends than all the friendly men of
Earth. I stir the blood, I quicken the pulses, I en
courage the imagination, I stimulate the young, I com
fort and solace the old and sorrowing. I bring price
less gifts and make them yours.
I show more of travel than all the books penned by
all the writers of the world. I preach sermons to con
gregations greater than the combined flocks of the pul
pits of all lands, I make for happiness, I make for
kindliness, I am the one great international friend and
"universal language."
I am history, written for generations to come in a
tongue that every race and sect and creed can understand.
I preserve heroes for posterity. I give the centuries
^ Arthur James, Visual Instruction Bulletin (Columbus,
Ohio: State Department of Éducation), quoted by Ëdna S. Phelps
in "Effect of Motion Pictures Upon the Habits, Ideals, and
Attitudes of Children," (unpublished Master’s thesis. University
of Southern California, Los Angeles, 1935), p. 167.
197
more life through the arts and sciences. I am man’s
greatest and noblest invention.
I am the motion picture.
BIBLIOGRAPHY
BIBLIOGRAPHY
A. BOOKS AND PAMPHLETS
American Council on Education, The Motion Picture in Education;
Its Status and Its Needs, Series 2, Vol. I, î^îo* 1.
Washington,'D.G.: American Council on Education, 1937.
24 pp.
A statement of the Committee on Motion Pictures in
Education on the present status and suggested uses of
films.
Arnheim, Rudolf, Film. London: Faber and Faber, 1933. 300 pp.
This deals with the aesthetics of films.
Arnspiger, Varney 0., Measuring the Effectiveness of Sound
Pictures as Teaching Aids. New York: Teacher’s College,
Columbia University, 193^. 157 pp.
Published Doctor’s dissertation on the effectiveness of
teaching Natural. Science and Music in the fifth and sixth
grades respectively, with the aid of motion pictures.
Betts, George A., and Marion 0. Hawthorne, Method in Teaching
Religion. New York: Abingdon Press, 1925. 58B~pp.
An application of the principles and methods of general
education to religious education.
Boucher, C. S., "Talking Motion Pictures," The Chicago College
Plan. Chicago: University of Chicago Press. 19So. ""
Pp. 208-15.
A statement as to the use of films at the University of
Chicago under their new College Plan.
Blumer, Herbert, Movies and Conduct. New York: The Macmillan
Company, 19331 257 pp.
A Payne Fund study of the extent to which motion pictures
influence the conduct of adolescents.
, and Phillip Hauser, Movies, Delinquency, and Crime.
New York: The Macmillan Company, 1933^ 233 pp.
A Payne Fund study of the moral and religious aspects of
films, sex psychology, and criminal anthropology.
200
Brunstetter, M, R., How to Use the Educational Sound Film.
Chicago: University o? Chicago Press, 193';^. Ï7? pp.
A study made of sound films in education and their
effectiveness in certain situations.
Carrier, Blanche, How Shall I Learn to Teach Religion. New
York: Harper and Brothers, 19^0• 25b pp.
A discussion of the new methods of and the approach to
teaching religion.
Charters, C. C., Motion Pictures and Youth. New York: The
Macmillan Company, 1933. 66 pp.
A summary of the Payne Fund studies and findings.
Chave, Ernest John, Supervision of Religious Education.
Chicago: The University of Chicago Press, 1931. 352 pp.
A study of the principles and techniques of supervision
in religious education.
Coe, George Albert, What Is Christian Education? New York:
Charles Scribner’s Sons, 1929. ^96 pp.
Critical examination of present Christian practice and the
applying of Christian principles to teaching work of the
church.
Cook, Dorothy E., and Eva Cotter Rahbek-Smith, Educational
Film Directory. New York: H. W. Wilson Company, 1936.
134 pp.
A classified list of nontheatrical films and sources.
Dale, Edgar, The Content of Motion Pictures. New York: The
Macmillan bompany, 1933. 254 pp.
Results from analyzing current films after a method of
measuring had been devised. A Payne Fund study.
, Children’s Attendance at Motion Pictures. New York:
THe Macmillan Company, 1933. 81 pp.'
Study of children’s motion picture habits and the effect
of films. A Payne Fund study.
201
Dale, Edgar, How to Appreciate Motion Pictures. New York: The
Macmillan Company, 1935. 243 pp.
Suggested course for high school students, resulting from
Payne Fund studies.
_______ , and others, Motion Pictures in Education. New York:
H. W. Wilson Company, 19391 492 pp.
A summary of the literature in the field. Bibliography.
Devereaux, Frederick, and others, The Educational Talking
Picture. Chicago: University of Chicago Press, 1935.
222'pp.
An experiment with sound films and their effectiveness in
education.
Dorris, Anna V., Visual Instruction in the Public School.
Boston: Ginn and Company, 1928. ~?70 pp.
Excellent discussion of fundamental reasons and problems
in the use of films in education.
Dysinger, Wendell S., and Christian Ruckmick, The Emotional
Responses of Children to the Motion Picture Situation.
New York: ?he Macmillan Company, 19331 Ï22 pp.
A Payne Fund study of the influence of motion pictures
upon the emotions of children.
Eastman, Fred, and Edward Ouellette, Better Motion Pictures.
Chicago: Pilgrim Press, 1936. 60 pp.
A discussion as to the relationship between motion pictures
and the church with its responsibility.
Ellis, Don Carlos, and Laura Thornborough, Motion Pictures in
Education. New York: Thomas Y. Crowe 11 Company, 1925.
254 pp.
History of films in education and suggestions as to tech
niques.
Forman, Henry I., Our Movie Made Children. New York: The
Macmillan Company, 1933. 288 pp.
A popular summary of the Payne Fund studies.
202
Freeman, Frank N., Visual Education. Chicago: University of
Chicago Press, 1924. 588 pp.
A survey of important studies made to date, comparing the
effectiveness of motion pictures with other visual aids.
Gates, Herbert Wright, Recreation and the Church. Chicago:
University of Chicago Sress, 1917. 180 pp.
Discussion of the place and value of recreation in the
religious education program of the church.
Hampton, Benjamin B., A History of the Movies. Hew York:
Covici Friede, Publishers, 1931. 456 pp.
An exhaustive history of the invention and development of
motion pictures and the industry.
Hays, Will H., See and Hear. New York: Motion Picture
Producers and Distributors of America, 1929. 63 pp.
A brief history of motion pictures and sound development.
Hoban, Charles F., Charles F. Hoban, Jr., and Samuel B. Zisman,
Visualizing the Curriculum. New York: The Cordon Company,
1959. 300 pp.
A survey of the use and value of films in education.
Holaday, Perry W., and George D. Stoddard, Getting Ideas from
the Movies. New York: The Macmillan Company, 1933. lo2 pp.
Payne Fund findings as to amount, type, and retention of
knowledge gained from films by children of various ages.
Janes, H. Paul, Screen and Projector in Christian Education.
Philadelphia: The Westminster Press,1932, Ï60 pp.
Discussion of techniques and problems in using motion
pictures in the church.
Koon, Cline Morgan, Motion Pictures in Education in the United
States♦ Chicago: Üniversity of ÜEicago Press, 1954.
l06 pp.
A report compiled for the International Congress of
Educational and Instructional Cinematography.
203
Koon, Cline Morgan, and Martha McCabe, Good References on
Visual Aid in Education: Motion Pictures Bibliography
No. 32. Washington, b.C.: United States Printing Office,
T§35. 10 pp.
A bibliography of materials and studies on the educational
use of films.
Lehman, H. G., and P. A. Witty, Psychology of Play Activities.
New York: A. S. Barnes Company, 1927. 234 pp.
Discussion of the modern psychological approach to play.
Life Situation Motion Pictures. New York: Harmon Foundation,
Division of Visual Experiment. 2 pp.
A leaflet explaining their Life Situation films and how
they should be used, as well as listing the ones available.
Lotz, P. Henry, and L. W. Crawford, Studies in Religious
Education. Nashville: Cokesbury Press, 193%% 702 pp.
A survey by twenty-nine authorities of the entire field
of religious education.
Mitchell, Alice Miller, Children and Movies. Chicago: University
of Chicago Press, 1929. 181 pp.
A study of 10,052 children of Chicago in regard to motion
picture attendance and reactions.
Motion Pictures for Schools, Churches, Clubs. New York: Harmon
Poundation, Inc., Division of Visual lîxperiment. 6 pp.
A leaflet on the objectives of the Foundation, including
a list of their films.
Mueller, Alfred D., Teaching in Secondary Schools. New York:
The Century Company, 1928. 452 pp.
Analysis of old and new techniques in secondary schools
and the applying of scientific principles.
New Servant of the Church: The Motion Picture. New York:
Harmon Foun%atibn, Division of Visual JSbcperiment. 2 pp.
A leaflet listing religious films for teaching and worship.
Nicoll, Allardyce, Film and Theatre. New York: Thomas Y .
Crowell Company, 1936. 255 pp.
Development of the motion picture is traced. Bibliography.
204
1000 and One, 15th edition. Chicago: The Educational Screen,
Inc., 1938. 100 pp.
Annual directory of types and sources of nontheatrical
films.
Peters, C. C., Motion Pictures and Standards of Morality.
New York: Tbe Macmillan Company, 1933. 23B pp.
Payne Fund comparative study of the standards of American
life and those presented in films.
Peterson, Ruth C., and L. L. Thurstone, Motion Pictures and
the Social Attitudes of Children. New York: The Macmillan
Company, 1933. 75 pp.
Payne Fund study of the effect of films upon social con
cepts, attitudes, standards, and ideals of high school
students.
Perlman, William J., The Movies on Trial. New York: The
Macmillan Gompany, 1956. 254 pp.
Compilation of opinions of outstanding persons of stage,
screen, pulpit, press, bench, and classroom on power of
films.
Pollard, Elizabeth, How Shall We Choose Movies. New York:
Abingdon Press, 1934. 23 pp.
A study unit for young people on appreciation and selection
of motion pictures.
_______ , Ot What . Value are Moving Pictures? New York: Abingdon
Press, 1930. 22 pp.
A study unit for young people on the value and effective
ness of motion pictures.
Rams aye, Terry, A Million and One Nights. New York: Simon and
Schuster, Inc., 1926. 859 pp.
A history of the rise and development of motion pictures.
Renshaw, Samuel, Vernon Miller, and Dorothy Marquis, Children’s
Sleep. New York: The Macmillan Company, 1933. 242 pp.
Payne Fund study of effect of films on children’s health.
205
Richardson, Norman E., The Church at Play. New York: Abingdon
Press, 1922. 510 pp.
Recreational principles and methods for church and com
munity.
Rotha, Paul, Documentary Film. London: Faber and Faber, 1936,
272 pp.
Discussion of the educational film and its development.
Shuttleworth, Frank K., and Mark A. May, The Social Conduct
and Attitudes of Movie Fans. New York: The Macmillan
bompany, 1933. 142 pp.
Payne Fund study of influence of total motion picture
experiences upon conduct and attitudes of children.
Tippy, W. M., How to Select and Judge Motion Pictures. New
York: The Federal Counoil of blTe Churches of bhrist in
America, 1934. 31 pp.
The church’s responsibility and suggested methods for
training in film evaluation and selection.
Vieth, Paul H., Objectives in Religious Education. New York:
Harper and Brothers, Publishers, 1930% 551 pp.
Formulation and analysis of objectives for religious edu
cation.
Visual Aids in the Service of the Church. New York: Harmon
Foundation, Inc., 1937. 32 pp.
A bulletin of methods and materials for projected pictures.
Weber, Joseph J., Picture Values in Education. Chicago: The
Educational Screen, Inc., 1928. 156 pp.
Survey of different methods of presenting films in class
room.
Willey, Malcolm, and Stuart A. Rice, Communieation and Social
Trends : The Motion Picture. New Ÿork: McGraw-Hill Book
bompany, 1933% IÜ pp.
Brief history and status of motion pictures in United States
as revealed by President Hoover’s Research Committee on
Social Trends.
306
Wilson, Harry B., George C. Kyte, and Herbert G. Lull, Modern
Methods in Teaching. New York: Silver, Burdett and Company,
T924T“ 286 pp:—
Concrete consideration of the teacher’s classroom problems
and modern methods.
Wood, Benjamin D., and Frank N. Freeman, Motion Pictures in
the Classroom. New York: Houghton Mifflin Company, 1*^29.
592 pp.
Advantages and methods of presentation of films in educa
tion.
B. PERIODICAL ARTICLES
Arnold, Ernest J., "Why Visual Education: The Value of Motion
Pictures in Religious Education," International Journal
of Religious Education, 14:6-7, November, 1937.
A few ways motion pictures may be used in the church.
Benham, Albert, "War or Peace in the M o v i e s The Public
Opinion Quarterly, 1:109-114, October, 1937.
An analysis of films for war and peace propaganda.
Clinton, John, "The Call of High Memories," The Epworth Herald,
41:176-7, February 22, 1930.
Experience of one church producing film of church history.
Dale, Edgar, "IVhat Is a Good Motion Picture?" Intematlonal
Journal of Religious Education, 10:11-12, July, 1954.
Standards for films for children and adults.
Editorial, "Are the Movies Entertainment or Education?"
Christian Century, 49:1460-61, November 30, 1932.
Discussion of value of films for education.
Eastman, Fred, "Chances the Movies Are Missing," Christian
Century, 54:617-18, May 12, 1937.
Opportunities of producing for schools and churches by
the studios is discussed.
207
Eastman, Fred, "Your Child and the Movies," Christian Century,
50:591-3, 620-2, 653-5, 688-90, 718-20, 750-2,
May 3-July 14, 1933.
Seven articles oh the effect of films on children.
Hayward, Percy, "V/hat Happens at the Movies,” Intemational
Journal of Religious Education, 10:12,34, May, 1934.
Discussion of the influence of pictures and a review of
the findings of the Payne Fund studies.
Kellogg, Arthur, "Minds Made by Movies," Survey Graphic,
22:244-50, May, 1933.
Effect of films on children; digest of Payne Fund studies.
MacFarlane, Mildred, "The Use of Motion Pictures in Religious
Education," Int e mat ional Journal of Religious Education,
14:12, February, 1938.
One leader’s experience with films in religious teaching.
Mayer, Otto, "Creative Use of Visual Aids," International
Journal of Religious Education, 14:10-11, November, 1938.
Discussion of creative production of films by local churches
and methods of using them.
"New Religious Film Project Undertaken," The Living Church,
98:169-182, February 9, 1938.
The plans of the new Religious Motion Picture Company
being formed in Hollywood.
Rogers, William L., "Ohio Wesleyan Enters the Movies," reprint
from the Ohio Wesleyan Magazine, April, 1936.
The producing of the film, "The Education of Steve Smith,"
at Ohio Wesleyan University.
Sterling, Elizabeth, "Visual Aids in the Church Program,"
International Journal of Religious Education, 14:12-22,
November, 1937.
Some of the problems in the church use of films.
Tunis, John R., "More Than Hollywood," Christian Century,
54:745-46, June 9, 1937.
Discussion of various ways and groups in which films are
used.
208
C. OTHER SOURCES
UNPUBLISHED MANUSCRIPTS
"A Statement of Aims." Unpublished pamphlet of the Religious
Motion Picture Foundation, New York City. 4 pp.
The objectives and purposes of the Religious Motion Picture
Foundation.
"A Vicious Circle : How to Break It." An unpublished' pamphlet
of the Religious Motion Picture Foundation, New York City.
3 pp.
A discussion of the lack of suitable films because of the
lack of demand on part of the churches. Suggestions as
to what the church should do.
Benham, Albert, editor, "Bulletin on Current Films." Unpublished
bulletins of National Council for Prevention of War,
Washington, D.C., 1937. No. 49, January 5, 1938; No. 50,
February 5, 1938.
A monthly analysis of current films as to their power in
stimulating peace or war attitudes.
Bertrand, Daniel, "Work Material No. 34: The Motion Picture
Industry." Unpublished bulletin of the National Recovery
Administration, 1936. 225 pp.
Survey of the motion picture industry and development.
Carter, Francis John, "Visual Aids in Religious Education."
Unpublished Bachelor of Divinity dissertation. Northern
Baptist Theological Seminary, Chicago, 1934. 162 pp.
Study of the use of all the common types of visual aid
in religious education.
Crawford, P. J., "Movie Habits and Movie Attitudes of Under-
Privileged Boys of the All Nations Area in Los Angeles."
Unpublished Master’s thesis. University of Southern
California, Los Angeles, 1934. 113 pp.
A study of the movie traits and habits of one hundred and
four boys in clubs at the All Nations Foundation.
209
"General Suggestions on the Use of Motion Pictures in Churches."
Unpublished leaflet of the Religious Motion Picture
Foundation, New York City. 2 pp.
Six points suggested for the church leaders utilizing
motion pictures in church services.
Krueger, Herbert Tefft, "A Study of the Use of Pictures in
Education." Unpublished Master’s thesis. University of
Southern California, Los Angeles, 1933. 98 pp.
A survey of the extent and use of motion pictures in pub
lic education in the United States.
Mattison, H, H., "An Investigation to Determine the Motion
Picture Habits of High School Pupils." Unpublished Master’s
thesis. University of Southern California, 1936. 199 pp.
Two Los Angeles high schools studied as to the students*
motion picture habits and the influence on grades, at
tendance, and other points.
Phelps, Edna S., "Critical Summary of Studies of the Effect
of Motion Pictures Upon the Habits, Ideals, and Attitudes
of Children." Unpublished Master’s thesis. University of
Southern California, Los Angeles,.1935. 194 pp.
Digest of scientific studies and principles for use of
films.
"Protestant Drive for Decent and Better Motion Pictures." Un
published leaflet of the Federal Council of the Churches
of Christ in America, New York City, 1934. Ip.
The past activities, results, and next steps of the Council
in the drive for better motion pictures.
"Reference Outline: Children in Search of God." Unpublished
leaflet of the Harmon Foundation, Inc., New York City. 9 pp.
Outline of suggestions to use with the film, "Children in
Search of God."
Robinson, Harold M., and others, "Better Film Councils." Un
published pamphlet of the Federal Council of the Churches
of Christ in America, New York City, 1933. 14 pp.
Purposes, activities, and organization of Better Film
Councils.
210
Rogers, William L. , "The Life Situation Film and Its Use."
Unpublished leaflet of the Harmon Foundation, Inc., New
York. 2 pp.
Definition of Life Situation films and methods of use.
"The Church and the Motion Picture as a Tool." Unpublished
leaflet of the Religious Motion Picture Foundation, New
York. 5 pp.
Suggested steps a local church might take to promote and
secure the use of films.
Vieth, Paul, and others, "Report of the Special Committee on
Visual Education to the Educational Commission of the
International Council of Religious Education." Unpublished
report. New York, 1938. 6 pp.
A proposed course of action for the Council relative to
the promotion of projected pictures in religious education.
"Why Not Make Motion Pictures." Unpublished leaflet from the
Harmon Foundation, Inc., New York. 1 p.
Suggestions and encouragement relative to local church
production of motion pictures.
PERSONAL CORRESPONDENCE
Benham, Albert, National Council for Prevention of War; letter
of March 11, 1938.
Bowman, Clinton D., First Presbyterian Church of East S. Louis,
Illinois; letter of March 15, 1938.
Brady, Mary Beattie, Harmon Foundation, Inc.; letters of
January 18, 1938, and March 18, 1938.
Carter, J. M., Victor Animatograph Company; letter of March 16,
1938.
Clinton, John D., Methodist Church of Fayette, Iowa; letter of
March 22, 1938.
Cole, Florence, Office of Cecil B. deMille; letter of March 16,
1938.
Conger, Hiram C., Department of Visual Education of the
Methodist Episcopal Church; letter of March 4, 1938.
211
Green, Ada, First Presbyterian Church of Garfield, New Jersey;
letter of March 3, 1938.
Hopkins, Robert J., Jr., First Christian Church of Louisville,
Kentucky; letter of March 3, 1936.
Janes, H. Paul, Ashland, New Jersey; letter of March 6, 1938,
Jones, Mary Alice, International Council of Religious Education;
letter of March 4, 1938.
Irwin, John W., National Council of Protestant Episcopal Church;
letter of March 8, 1938.
Large, Dwight S., Court Street Methodist Church of Flint,
Michigan; letter of March 8, 1938.
Milliken, Carl E., Motion Picture Producers and Distributors
of America, Inc.; letter of March 31, 1938.
Myers, Harry S., Northern Baptist Convention; letter of March 9,
1936.
Northcott, H. Clifford, First Methodist Church of Champaign,
Illinois; letter of March 14, 1938.
Renner, Quintin Pv, Buffalo, New York; letter of March 25, 1938.
Rowe, Willis S., Methodist Church of Chagrin Falls, Ohio;
letter of March 7, 1938.
Scheuf 1er, Karl W., Methodist Church and Manse Film Library,
Cincinnati, Ohio; letter of March 3, 1938.
Thorne, Frederick R., Board of National Missions of the
Presbyterian Church in America; letter of April 13, 1938.
Tippy, Worth M., Federal Council of the Churches of Christ in
America; letter of January 15, 1938.
Witham, Marie, Society for Visual Education, Inc.; letter of
March 18, 1938.
Zehrung, George J., Motion Picture Bureau of the National
Council of the Y.M.C.A.; letter of March 3, 1938.
212
PERSONAL INTERVIEWS
Asque, Collins, First Methodist Ghuroh. of Los Angeles ; inter
view of February 22, 1938,
Battcrsby, Roy S., First Baptist Church of Los Angelas; inter
view of February 22, 1938,
Fagerburg, Frank B., First Baptist Church of Los Angeles;
interview of February 24, 1938.
Friedrick, James K., Religious Motion Picture Company,
Holl3TWood; interview of March 10, 1938.
Merrill, W. A., Immanuel Presbyterian Church of Los Angeles;
interview of February 22, 1938.
Miller, Wendell, University Methodist Church of Los Angeles;
interview of February 18, 1938.
Phillips, Glenn R., First Methodist Church of Hollywood;
interview of February 23, 1938.
Sharp, Mrs. Robert, First Methodist Church of Hollywood;
interview of February 24, 1938.
8latter, Harry C., First Methodist Church of South Pasadena;
interview of March 8, 1938.
Trotter, Fred B., First Methodist Church of Huntington Park;
interview of March 8, 1938.
Wright, W. Clarence, Wilshire Presbyterian Church of Los
Angeles; interview of February 25, 1938.
PERSONAL OBSERVATIONS
First Methodist Church of Hollywood; worship service,
February 27, 1938.
First Methodist Church of Hollywood ; worship service,
March 27, 1938.
APPENDICBS
APPENDIX A
SOURCES OF SUPPLY
OF EDUCATIONAL AND RELIGIOUS FILMS
SOURCES OF SUPPLY OF EDUCATIONAL AND RELIGIOUS FILMS
The following selected list of sources of supply for
educational and religious films was compiled from the non
theatrical directory, "1001 and One," and from "The Educational
Film Catalogue." In these directories the titles and subjects
of films, the distributors, the prices, and the types of films
are given. All church groups should have access to some di
rectory. The two mentioned and an additional one can be secured
as follows:
"1001 and One," The Educational Screen. 64 East Lake
Street, Chicago. Price, 75 cents (annual;.
"Educational Film Directory," H. W. Wilson Company,
New York, by Dorothy Cook and Eva Cotter (quarterly).
"Motion Pictures of the World," 40 Mount Vernon Street,
Boston. Price, #2.00 for one year and #1.00 for each
additional year (quarterly).
In the following list the national headquarters and the
local offices on the Pacific coast are listed when knoivn:
Sources of Supply
Bell and Howell Company 716 N. La Brea Avenue, Los Angeles
239 Grand Street, San Francisco
1801 Larohmont Avenue, Chicago
Castle Films Claus Spreckels Bldg., San Francisco
Industrial and news films, 16 mm., sound and silent.
Many free.
Church, Frank Films 829 Harrison Street, Oakland
Industrial and educational, 16 mm. and 35 mm., silent.
Some free.
Dennis, William 2506-g W. 7th Street, Los Angeles
Eastin 322 Ripley Street, Davenport, Iowa
16 mm. films.
216
Eastman Kodak Company Teaching Films
433 State Street, Rochester, New York
1415 Fourth Street, Seattle
709 S.W. Washington Street, Portland
6716 Santa Monica Blvd., Los Angeles
237 classroom films; 16 mm. silent.
Eastman Kodak Company "Cinegraphs"
Rochester, New York
140 educational, entertainment, novelties in 16 mm.
F. C. Pictures Corporation
505 Pearl Street, Buffalo, New York
Over 1000 educational, entertainment, religious, industrial.
Federal Film Exchange 211 Battery Street, Seattle
Films Incorporated 330 W. 42nd Street, New York City
925 N. 19th Street, Portland
Films of Commerce Company, Inc.
21 W. 46th Street, New York City
16 mm. and 35 mm. silent; some free.
Fisher Film Exchange 1635 Central Parkway, Cincinnati, Ohio
Garrison Film Distributors, Inc.
729 Seventh Avenue, New York City
1150 films, 16 mm. and 35 mm.; educational, instructional.
German Railroads Information Office
665 Fifth Avenue, New York City
Free— Oberammergau and Passion Players, 16 mm., silent.
Other 16 mm. sound and silent.
Government Departments having films for free distribution:
Washington, D.C.
Office of Motion Pictures,
United States Department of Agriculture.
Army Pictorial Service,
United States War Department, Munitions Building.
Division of Venereal Diseases,
Bureau of Public Health,
United States Treasury Department.
Motion Picture Productions Section,
Bureau of Mines,
United States Department of Commerce.
217
Chief Bureau of Navigation,
United States Navy Department.
Division of Reclamation Economics,
Bureau of Reclamation,
United States Department of Interior.
Branch of Research and Education,
Office of National Parks, Buildings, and Reservations,
United States Department of Interior.
Division of Publicity,
Women’s Bureau,
United States Department of labor,
Harmon Foundation, Inc. 140 Nassau Street, New York City
Division of Visual Instruction— 50 social, educational,
and religious films, 16 mm. and 35 mm., silent.
Hemenway Film Company 37 Church Street, Boston
16 mm. and 35 ram.
Entertainment and religious;
Hill, Howard 280 Scenic Avenue, Piedmont, Oakland
Hill, Louis 614 S.W. Sixth Street, Portland
Hollyv/ood Cine Supply Company
1426 N. Beachwood Drive, Hollyi/vood
Hollywood Film Enterprise, Inc.
6060 Sunset Blvd., Hollywood
Ideal Pictures Corporation
30 E. 8th Street, Chicago
Vast library— educational, entertainment, religious.
Some free. Industrial, 16 mm. and 35 mm., sound and silent.
Kodascope Libraries, Inc., and Eastman Exchanges
33 W. 42nd Street, New York City.
643 S. Hill Street, Los Angeles
LangeVin, C.C. Company 1050 Howard Street, San Francisco
Lewis Film Service 224 N. Market Street, Wichita, Kansas
22 educational and entertainment, 16 mm., sound and silent.
Los Angeles Film Library 832 Wilshire Blvd., Los Angeles
Manse Library (Karl W. Scheuf1er)
2439 Auburn Avenue, Cincinnati
450 reels, educational and entertainment, 16 mm.
218
Michigan Film Library General Motors Bldg., Detroit
Mogull Brothers 1944 Boston Road, New York City
Extensive library, 16 mm., sound and silent.
Motion Picture Service 5512^ University Way, Seattle
National Cinema Service Hudson City Box 1, Jersey City, N.J.
125 education and entertainment films.
National Film Library 837 S. Flower Street, Los Angeles
National Motion Picture Service
723 Seventh Avenue, New York City
250 films.
Nu Art Film Company 145 W. 45th Street, New York City
292 films, entertainment, education, sport, sound and
silent.
Northern Baptist Convention
152 Madison Avenue, New York City
40 films, missions and religious; some free; 16 mm. and
35 mm.
Paramount Pictures, Inc. 5451 Marathon Avenue, Hollywood
Pacific Films Ltd. 564 Market Street, San Francisco
Premier Pictures Inc. 1906 S. Vermont Avenue, Los Angeles
Presbyterian Church:
Board of Foreign Missions
234 McAllister Street, San Francisco
156 Fifth Avenue, New York City
216 Wabash Avenue, Chicago
Board of National Missions
234 McAllister, San Francisco
8 S. Dearborn Street, Chicago
Board of Christian Education
Witherspoon Bldg., Philadelphia
Reynolds, Ernest M. 165 E. 191st Street, Cleveland
110 films, 16 mm., silent.
Rockett, F. E. Company 6050 Sunset Blvd., Hollywood
219
Union Oil Company of California
709 Union Oil Bldg*, Los Angeles
(617 W. 7th Street)
University of California, Extension
Hill Street Bldg*, Los Angeles
University of Southern California
815 S. Hill Street, Los Angeles
Venard, C* L. 702 S. Adams Street, Peoria, Illinois
Some free, 100 agricultural films.
Visual Text and Equipment Company
2814 Council Street, Hollywood
Western Sound Service, Inc.
566 Skinner Bldg*, Seattle
Wholesome Films Service, Inc*
48 Melrose Street, Boston
A few free, large library.
Educational, religious, entertainment; 16 mm. and 35 mm.
Silent.
World Picture Corporation
729 7th Avenue, New York
16 mm. and 35 mm., sound, travel, sport, novelties, foreign.
Yale University Press Film Service
386 Fourth Avenue, New York
Other depositories
Y.M.G.A., National Council of Motion Picture Bureau
347 Madison Avenue, New York
19 S;'La Salle Street, Chicago
925 N.W. 19th Street, Portland
Large library; some free.
APPENDIX B
QUESTIONNAIRES AND INTERVIEW QUESTIONS
221
QUESTIONNAIRE SENT TO CHURCH LEADERS
THE USE AND VALUE OF MOTION PICTURES IN THE CHURCH PROGRAM
Name of Church Name of Person
Address
Size Membership
1. What was your primary reason for introducing motion pictures
into your church program? (Examples: attendance promoter,
educational value of films, etc.)
2. In what organizations or groups have you used films during
the past year? In each case, to what purpose? With what age
groups? Approximate number of persons participating? Approxi
mate number of films used? Size and type?
3. How effective are motion pictures in accomplishing the pur
poses for which you used them? (Worship, instruction, promo
tion, recreation, etc.)
4. What techniques or methods of using films have you found
most satisfactory?
5. From your experience, what principles should a church fol
low in order to realize the most satisfactory results from
motion pictures in the church program?
6. What tests or standards of evaluation must a film meet in
order to be suitable for use in the various phases of the church
program?
7. What is the source of your film supply? Is the supply of
suitable films adequate for your needs?
8. What criticisms and handicaps have you encountered?
9. What experience, if any, have your church groups had in
creative producing of films? Types of activity filmed? Pur
pose? Value? Etc.?
10. In your opinion, how may motion pictures in the service of
the church contribute to the realization of the primary aim of
the church— namely, the development of Christian character and
a Christian social order?
Personal comments:
222
MOTION PICTURES IN THE PROGRAM OF THE CHURCH
These questions have been formulated in order to learn
the value and more efficient methods of using motion pictures
in the church program. Your cooperation in-checking them in
light of your experiences in the Wednesday evening series at
the First Baptist Church will be very helpful and greatly ap
preciated.
Most of the questions may be answered by a check mark
or by a word or two. PLEASE return to Church Office within
ONE WEEK.
1. Check your age group : Adult , Y.P. (18-24) , High
School___.
2. Church membership: First Baptist Another church ,
None •
3. Have the motion pictures been: (check ONE)
(1) The main reason for attending the series?
(2) One of the reasons?
(3) No inducement?
4. When do you prefer to see an entertaining picture? (Number
in order of preference.)
( ) In an evening planned, as this one, with devotional,
instructional, and entertainment features.
( ) In an evening of just motion pictures.
( ) In an evening of pure entertainment with films as
one part.
5. Check the words or phrases which most accurately describe
the effect of the film, "Green Light," upon your feelings:
Restful __, Tiring___, Boring ___, Refreshing ,
Enjoyable __, Emotionally Stimulating __, Over-
Stimulating __, Thrilling , Stimulating to Thought __,
Stimulating Desire for Action __«
6. Check any changes of attitude or thought resulting from pic
ture :
(1) Created a new insight into work of religious leaders
(2) Greater appreciation of the church and its work.
(3) Aided in solving problems of religious faith and
belief.
(4) Challenged me to bring my life to a higher standard.
(5) Created new insight into beauty and glory of
Christian living.
(6) Broadened my interest in my fellow man and created
a desire to serve him.
223
(7) Greater appreciation of value of good motion picture.
(8) Greater appreciation of value of wholesome entertain
ment .in the church program.
7. Check which ONE of five pictures you liked the best: (1)
David Copperfield , (2) Mr. Deeds Goes to Town , (3) Prince
and Pauper , {4}"^arretts of Wimpole Street , [5) The Green
Light __. WEy?
8. Number in order of preference THREE items you would prefer
in a recreational evening: (All items of highest type in each
field.) ( ) Motion Picture, ( ) Active games, ( ) Inactive
games, { ) A program, ( ) A drama, ( ) Radio program, ( ) A
sing, ( ) Supper fellowship, ( ) Story-Telling, ( ) Hobby
activities.
9. State any criticisms on the use of the motion pictures.
224
MOTION PICTURES IN THE CHURCH SERVICE
1. Check your age group: Adult __, Y.P.(18-24) __, Senior
High __, Junior High __.
2. Church membership: Hollywood First M.E. , Another church
None __•
5. Where would you prefer to see a film of this type? (Check
ONE)
(1) In a theatre.
(2) In a Sunday evening worship service like this one.
(3) In a church mid-week devotional service.
(4) In a church recreational evening.
4. What was your reason for attending this service? (Check ONE)
(l) To worship and receive a spiritual message.
(2) To be entertained by the motion picture.
(3) To hear the music of the choir.
(4) To gain information about the Crusaders.
(5) Out of curiosity, to see what was going on.
______________________________________ (Vfrite in any other)
5. Check the words or phrases vfhich most accurately describe
the effect of this film, "The Crusadesupon your feelings:
(1) Emotionally stimulating __, (2; Over-Stimulating ,
(3) Tiring __, (4) Stimulating to thought , (5) Stimu
lating to action , (6) Stimulating to prayer __, (7)
Inspiring , (8)“^hallenging __, (9) Enriching __, (10)
Boring __,~TH) Entertaining __, (12) Restful _ .
6. Check ANY CHANGES of attitude or thought resulting from the
picture:
(1) Gave me a better understanding of religious work.
(2) Broadened my interest in my fellowman and created
desire to serve him. .
(3) Created nev/ insight into beauty and glory of
Christian living.
(4) Challenged me to greater loyalty to Christian way
of life.
(5) Aided me in solving problems of religious faith
and belief.
(6) Broadened my religious knowledge and appreciation.
(7) Helped in realization of presence of God and at
titude of reverence.
(8) Greater appreciation of value of motion pictures
for worship.
________________________________________ (Name any others)
225
7. Number in order of value THREE parts of the service which
inspired you the most: ( ) Organ. ( ) Choir music, ( ) Prayer,
( ) Hymns, ( ) Lighted cross, ( ) Motion picture.
8. What was the value of this service to you? (Check ONE)
1] One of my greatest inspirational experiences.
2) Of average inspiration.
(3) No inspirational effect but entertaining.
(4) No inspiration but instructional and enlightening.
(5) Disappointing— didn’t get anything worth coming for
9. Number in order of preference THREE items you prefer in
Sunday evening service: ( ) Choir numbers, ( ) Sermon or talk,
( ) A drama, ( ) Motion pictures, ( ) Stereopticon slides,
( ) Song service, ( ) Story, ( ) Testimonies, ( ) Organ, ( )
Other instrumental music.
10. Give any comments you may wish to make.
226
PERSONAL INTERVIEW QUESTIONS
1. Why did you introduce motion pictures into your church pro
gram? What was your primary reason for using them?
2. In what organizations or groups have you used films? Age
group? Purpose of use? Number of participants? Approximate
number of films during year? Size and type of films?
3. How effective are motion pictures in accomplishing the pur
poses for which you use them, such as worship, teaching, re
creation, and service promotion?
4. l%iat techniques or methods of using films have you found
most satisfactory?
5. Persons responsible for selection and use?
6. How do you become acquainted with film materials?
7. Source of supply? Is it adequate for your use?
8. For each purpose, what tests or standards must a film meet?
9. Mechanical features:
Type of machine? Size? Sound or Silent?
Source of Machine? Screen? Location?
Projection Booth? Acoustics?
10. Who handles projection? Paid? Any training given?
11. Hov/ are the use of films financed?
12. Average expense involved with using films?
13. Most popular films used during the year? Purpose of use?
14. Oomparative value of sound and silent films?
15. Any objections to use? What handicaps and difficulties?
16. Any unsatisfactory results? Causes?
17. Principles to follow to insure most satisfactory results?
18. What most satisfactory results have you had?
19. Any training given on appreciation and Judging of films?
227
20. Have you done any local church producing of films?
(1
(2
(3
(4
(5
(6
(7
(8
What type of activities filmed?
Purpose for filming and producing pictures?
Number of persons participating? Ages?
Type of equipment?
How financed?
Organizational plan?
Results?
Principles to follow to insure good results?
21. How may motion pictures, in your opinion, contribute to the
realization of the primary aim of the church— namely, the de
velopment of Christian character and a Christian social order?

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Creator Fanning, L. I. (author)

Core Title A study of the use of motion pictures in the programs of certain Protestant churches

Contributor Digitized by ProQuest (provenance)

Degree Master of Arts

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag communication and the arts,OAI-PMH Harvest,philosophy, religion and theology

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Permanent Link (DOI) https://doi.org/10.25549/usctheses-c39-168779

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