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PARTMENT OF | AUDIO-VISUAL INSTRUCTION 
© National Education Association 


Produced in co-operation with the: 


ANTI-DEFAMATION LEAGUE OF B'NAI B'RITH 


212 Fifth Avenue, New York 10, N.Y. 


Additional copies, at $1.00 each, may be secured from the 


DEPARTMENT OF AUDIO-VISUAL INSTRUCTION 


NATIONAL EDUCATION ASSOCIATION 
1201 Sixteenth Street, N.W., Washington 6, D.C. 


GS 85 


GUIDE TO FILMS IN HUMAN RELATIONS 


Compiler and Editor 
EDWARD T. SCHOFIELD 


Supervisor, Department of Libraries and 


Audio-Visual Aids, Board of Education, 


Newark, New Jersey 


Project Manager 
IRENE F. CYPHER 
Associate Professor: Department of 
Communications, New York University 
New York City 
Member Executive Committee, 


Department of Audio-Visual Instruction, 
National Education Association 


NATIONAL EDUCATION ASSOCIATION 


Department of Audio-Visual Instruction 
Washington, D.C. 


1954 S@ARSHALL 


OCT 4 


TABLE OF CONTENTS 
Page 
Seemed CTA retiree Sar ale Neg iiece Gar hes © <i sccie eine t vale 7 
Compiling the Guide 
Use of the GUIDE TO FILMS IN HUMAN RELATIONS 
Using Films Adequately 
Appraisal Sheet for Films in Human Relations 
ee aN DEX TOSELLMS Sere. eee... eS Oe 15 
FILM EVALUATIONS (alphabetically arranged).......... ZL 
95 


ULES US NOT N od EAST 0 OS a a a a ee 


FOREWORD 


DR. DAN W. DODSON 


Director of Curriculum and Research, 
Center for Human Relations Studies, 
New York University 


Those who attempt to work with the extremely complicated prob- 
lems of human relations find that there is a need for many kinds 
of tools. In recent years audio-visual media have proved to be 
extremely valuable. They provide not only materials of educational 
significance in their own right, but many of them supply exceedingly 
useful points of departure for group discussions. Whether used 
alone, or in combination with group discussion, their value is being 
increasingly recognized. 


The Department of Audio-Visual Instruction of the National Edu- 
cation Association and the Anti-Defamation League of B’nai B'rith 
have rendered a real service to the educational profession in making 
it possible for J. J. McPherson, Irene F. Cypher and Edward T. Scho- 
field, and Gertrude Noar, Maury J. Glaubman and Herbert Jaffa to 
prepare this monograph on these films. It will meet a real need 
not only in classrooms but in social action and adult study groups 
across the entire nation. 


In the years ahead, as interaction is “stepped up” between the 
many groups in America and indeed the world, the knowledge 
of techniques and skills in human relations will grow in importance. 
One of the major aspects of those skills is that of communication. 
Undoubtedly this bibliography will assist in making films a greater 
dimension of professional competency for those who work in that 


field. 


ye 


INTRODUCTION 


Nearly two hundred films which may be used to interpret more 
completely the multiple ideas inherent in the term “human relations,” 
are included in this guide. Reference to the classified index reveals 
that the scope of the bibliography ranges from “NATIONALITY, 
RACES AND RELIGIOUS GROUPS” to “INTERNATIONAL RE- 
LATIONS,” with approximately 40 additional subject categories. 
Intergroup, interpersonal and intercultural concepts that are ex- 
pressed through the medium of the film represent the boundaries 
of choice for titles selected in this GUIDE TO FILMS IN HUMAN 
RELATIONS. The guide is marked by several distinct features. 


1. EVALUATION :—Each film has been screened by one or more representa- 
tive committees, and the comments of the previewing panels are given. 
Consequently, inclusion in the list does not automatically mean recommen- 
dation. The films evaluated are those which are known to be utilized by 
groups interested in human relations, and are available for either purchase, 
rental, or free loan. Like all materials of communication, they vary in 
quality. Some indication of this variance is recorded in the paragraph 
headed COMMENT which follows each film’s summary of content. 


CONTENT SUMMARY:—Enough synoptic information to give the poten- 
tial user the complete story of the film has been the goal of the compiler 
of the guide. Since the production of this work has been carried on in 
many centers, the film’s summary may vary in completeness, but, in general, 
the annotation is more detailed than in many other publications in this 
area. 


. COOPERATIVE PLANNING :—Although the final editorial work has nec- 
essarily been in the hands of one individual, the direction and execution 
of the guide has involved several national organizations in the fields of 
human relations and audio-visual education, as well as leaders of human 
relations’ workshops and their participants. A truly cross-sectional opinion 


has been sought in the production of the GUIDE TO FILMS IN HUMAN 
RELATIONS. 


ad 


Ww 


COMPILING THE GUIDE 


In the fall of 1952, the Department of Audio-Visual Instruction 
of the National Education Association and the Anti-Defamation 
League of B’nai B’rith joined forces to secure what. the late 
Dr. Leo Shapiro had called a guide “wherein one could feel confi- 
dence in terms of objective evaluation of films in the field of 


human relations.” 


The development of this guide became the responsibility of the 
Department of Audio-Visual Instruction of the National Education 
Association under the guidance of Irene F. Cypher. Working closely 
with leaders in the area of human relations and audio-visual edu- 
cation, and with the assistance of Herbert Jaffa of the Anti-Defama- 
tion League, compiler and editor Edward T. Schofield, aimed at 
fulfilling these purposes in several ways. 

1. The field was canvassed for advice. A questionnaire on the proposed sub- 

ject categories for the guide was distributed to fifty active leaders of human 
relations centers. Representative film titles, matched with each subject 


heading, were analyzed and final choice of subject areas was determined 
from the pooling of results received from every region of the United States. 


2. Several hundred film titles, chosen from the selected subject areas, were 
evaluated by cooperating summer workshops in human relations during 
the 1953 session. 


3. Appraisal sheets for each film were uniformly employed in the evaluative 
process. (See page 13 for the standard APPRAISAL SHEET FOR FILMS 
IN HUMAN RELATIONS). 


4, Evaluations for additional films were chosen from the files of the Evalua- 
tion Project of the Educational Film Library Association, in order to supple- 
ment and to re-enforce those received from the summer workshops. Sixty 
evaluations of the Educational Film Library Association were secured to 
supply needed information or to indicate varying opinions with reference 
to so-called “controversial” films. 


5. The Committee on Publications of the Department of Audio-Visual Instruc- 
tion and the editor and compiler of the guide take no responsibility for 
the comments on films reviewed. The exact wording of previewing panels 
has been given wherever possible or there has been a slight re-phrasing of 
the judgments of panel members for the sake of brevity. 


USE OF THE GUIDE TO FILMS IN HUMAN RELATIONS 


All film titles are alphabetically arranged in the main part of 
the guide. Preceding this alphabetical listing is a subject index 
to the titles. Since many films have multiple uses, reference to 
the subject index provides the opportunity for locating this infor- 
mation. Page numbers are not given for each title under the appro- 
priate subject heading as individual films can easily be located by 
means of the alphabetical arrangement. 


Exact running time of the motion picture is indicated, since 
number of reels alone offers inadequate description of this item. 


All films which are entered in this bibliography are sound motion 
pictures. Data regarding availability of the films in black and 
white or color is supplied for each title. Only sixteen millimeter 
motion pictures are included. 


Film prints may be secured directly from the main source, 
entered with each film title, or through local, state or regional 


8 


film libraries. Addresses of the main sources for each title are 
included in the SOURCE DIRECTORY at the end of the bibliogra- 
phy. Film users are urged to locate the addresses of local film 
resource agencies and to become familiar with their holdings through 
examination of their catalogs. Since this information is so exten- 
sive in nature, it has been impossible to supply it in this short 
catalog. Film rentals vary with the institution, but, in general, 
they range from $1.50 to $3.50 per reel for black and white prints 
(approximately ten minutes of running time), to twice these amounts 
for color versions of the films. 


USING FILMS ADEQUATELY 


Two major considerations need to be taken into account by the 
potential user if complete satisfaction with films as a program 
aid or a teaching material is to be realized. These two aspects 
of the film’s use are EFFECTIVE UTILIZATION and PHYSICAL 
FACILITIES. 


EFFECTIVE UTILIZATION 


While the motion picture is a medium with an impact sufficiently 
strong in itself to attract attention, the utmost values can be 
achieved through knowing what job you want the film to do. In 
FILM UTILIZATION, (J. Roby Kidd and Carter B. Storr, Educa- 
tional Film Library Association, First Avenue and 46th Street, 
New York City, $1.00), the authors define these jobs in a list of 
ten processes: 


1. Information—to teach facts, present theories, to explain proc- 


esses, to give information. 


2. Discussion—to raise questions concerning which people have 
a difference of opinion, or value, or judgment, or belief—in 
order that your group will explore the problem in discussion. 


3. Skill or process instruction—the how-to-do-it film. 


4. Identification—those watching a film dealing with personal and 
social problems usually identify themselves with those on the 
screen. 


5. Appreciation—to stimulate a positive response to art, music, 
drama, dance and other forms of artistic expression. 


9 


6. Worship—to stimulate a positive response to some religious 
activity. 


7. Action motivation—to bring about individual or group action 
in response to some social problem. 


8. Entertainment—films for fun. 


9. Public relations—this includes information, interpretation and 
persuasion. 


10. Research and fact finding—films are being used to study per- 
formance in sports, aspects of group leadership, behavior of 
children and other such matters. 


(a) 


(b) 


Things To Do Before Presenting Film 


Knowing the purpose you want the film to serve, PREVIEW 
it, keeping the purpose in mind. 


STUDY the discussion guide provided with many motion 
pictures for additional suggestions. 


(c) Besides the films evaluated in this guide examine other 


(d) 


sources of potential motion pictures to bring to your group. 
EDUCATIONAL FILM GUIDE, published by the H. W. 
Wilson Company, 950 University Avenue, New York City, 
is the single largest bibliography of educational motion pic- 
tures, and it is kept up-to-date by regular supplements to 
the main volume. 


Acquaint yourself with good techniques in film utilization. 
Today, there are many published manuals containing this 
information. In addition to the Kidd and Storr volume on 
FILM UTILIZATION, two inexpensive pamphlets from the 
Film Council of America, 600 Davis Street, Evanston, Illinois, 
have recently been issued. 


HOW TO OBTAIN AND SCREEN FILMS FOR COMMUNITY USE 
by Cecile Starr ($0.25) 

COMMUNITY FILM USE 
by Charles Bushong ($0.30) 


This latter volume, COMMUNITY FILM USE, has sections par- 
ticularly aimed at assisting the program planner to arrange film 
forums. Included are a consideration of the types of discussion— 
informal group, lecture-forum, debate-forum, symposium-forum, 
colloquy-forum. The use of the resource-consultant, choosing the 


10 


participants and organizing the film forum with particular empha- 
sis on the agenda, reference materials, outlines, bibliographies, 
screening, publicizing and assembly hall requirements, are given. 


In HOW TO OBTAIN AND SCREEN FILMS FOR COMMU- 
NITY USE, film information sources, rental agencies, major dis- 
tributors, finding space and equipment for screenings, keeping 
community leaders informed and interested and other aspects of 
film utilization are considered. 


PHYSICAL FACILITIES 


Any guide to the use of audio-visual materials will supply the 
film user with information on screening techniques. Do not neglect 
this phase of your program, for, without excellent projection, the 
maximum planning for a good program will be fruitless. The three 
manuals mentioned offer advice in this area. Remember above all to 
pay attention to the following details. 


1. Have projector set up in advance by a competent projectionist who has 
focused, tested the sound, and who will remain at the projector during 
the entire projection period. 


2. Note the temperature of the room and keep it at a comfortable level. 


3. Provide for adequate darkening of the room in advance. Niote particularly 
light rays from doors and drapes which may spoil the clarity of the film. 


4, Have your audience seated so that the maximum seating capacity for good 
viewing is utilized. This means no seats too close to the screen or at wide 
angles from the screen. 


11 


Appraisal Sheet for Films in Human Relations 


a ea a ccncacsvonas be deduc Ue g bk cae enales Fo sacuohsakaduwmie ave abnsbe wolaWacbeleieheeieetsssecs 


2. Content (Describe film accurately; do not give subjective evaluation here; PLEASE give 


Commioreminratitsing revetee side, if necessary ) 5,8 oe ce ac soc sce cds ceneesccdecneneac-cecvcsees 
oO TIMUR CURT AE ENEYSRST ELLIS ALLEN 6 Sc a8 ceed ce gan cic ge ee ea ped mee ans eae ee eb vs cons onecevway aavercvdinteg sean 
4. Is there any distortion?.................... AEE ATS ae acidity fc pcr Oy 5) SA REE Ce AR ONE 
Sa owecen this nim be used in human relations study ? --<....-2....25.-2--o:<cceecc-necee-secnssmcenoneocennsbusesncscseceees 
6. (Check) Is film best as: Introduction............ Fact presentation............ SUMMIATY. sane ae 
7. (Check) Does film: Develop attitudes?............ PrOvVOKGROLISCUASION | oo... ce a racine ee es 
8. (Check) Is the film up-to-date?............ Interesting (i. ceers ce ee ee ae 
07 Gradesievel) {Cirele) 7 8 9 410 Jl 12 College. Adult Other.........020000000002.. 


10. Photography (Circle) Excellent Good Fair Poor 

11. Sound (Circle) Excellent Good Fair Poor 

12. General rating of film (Circle) Excellent Good Poor Fair 

13. Please note special strengths or weaknesses of the film...........-...2....------ceosseceecceeceeceeceeceeceecceeceeeeeeee 


Pam StiTIROLCACONC Yate MILLING SAD PTA ISAs yon ete a Pee, ee pat eal he So taeea cs cans 
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Cae OTPE MO CRTIC OU IEC IS OO CESIT NAT cr pete ah eas iets ern head Arenal. aeeiotactendararaintec tata co enna iran Ae tie 


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Norte: If you wish, you may answer any of these questions more fully. Use the back of this appraisal 
sheet and additional paper as need requires. 


13 


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SUBJECT INDEX TO FILMS 


ADOLESCENCE 


Farewell to Childhood 
Feeling Left Out? 

Fun of Being Thoughtful 
Getting Ready Emotionally 
Getting Ready Morally 
The Growing Years 

The High Wall 

How Honest Are You? 
How to Get Cooperation 


How to Give and Take Instructions 


How to Say No 
Improve Your Personality 


Learning to Understand Children 
Maintaining Classroom Discipline 


More Dates for Kay 
Other Fellow’s Feelings 
Other People’s Property 
Our Town Is the World 
The Outsider 


Passion for Life 


Personal Qualities for Job Success 


Responsibility 

Right or Wrong? 
Snap Out of It! 

You and Your Family 
You and Your Friends 
You and Your Parents 


CHILD STUDY 


And So They Live 

Angry Boy 

Baby Meets His Parents 

The Bully 

Captains Courageous 
(School sequence) 

Children of the City 

Courtesy for Beginners 

Date with Your Family 

Developing Your Character 

Families First 

Family Life 

Family Teamwork 

Fears of Children 

Fun of Making Friends 

How Friendly Are You? 

Let’s Play Fair 

Palmour Street 

Passion for Life 

Preface to a Life 


CHILD STUDY 


Quiet One 

Shyness 

Social Development 
To Live Together 
The High Wall 


CITIZENSHIP 


Are You a Good Citizen? 
Baltimore Plan 


15 


The Barrier 

Boundary Lines 

Belonging to the Group 

The Challenge 

Courtesy for Beginners 

The Cummington Story 
Democracy 

Despotism 

Developing Your Character 
Discussion in Democracy 

Don’t Be a Sucker 

Does It Matter What You Think? 
English Influences in the U.S. 
Families First 

Father and Son 

Flag Speaks 

Getting Ready Emotionally 
Getting Ready Morally 
Government Is Your Business 
Heritage 

How Honest Are You? 

How to Get Cooperation 

It Takes Everybody to Build This Land 
Lincoln’s Gettysburg Address 
Maintaining Classroom Discipline 
Make Way for Youth 

One People 

Other People’s Property 

Our Living Declaration of Independence 
Our Basic Civil Rights 

The Negro Soldier 

Practicing Democracy in the Classroom 
Prejudice 

Propaganda Techniques 

Public Opinion in Our Democracy 
Responsibility 

Right or Wrong? 

Room for Discussion 

Rules and Laws 

Secure the Blessings 

Social Changes in a Democracy 
Social Process 


CIVIL RIGHTS AND CIVIL LIBERTIES 


Born Equal 

The Challenge 

Flag Speaks 

Lincoln’s Gettysburg Address 

Of Human Rights 

Our Basic Civil Rights 

Our Living Declaration of Independence 
You Can’t Run Away 


COMMUNITIES 


Achimota 

Again Pioneers 

Ai-Ye 

Americans All 

And So They Live 
Answer for Anne 

Are You a Good Citizen? 


Baltimore Plan 

The Barrier 

The City 

The Cummington Story 
Democracy 

Despotism 

Discussion in a Democracy 
Does It Matter What You Think? 
Education Is Good Business 
Father and Son 

Fight for Better Schools 

The Forgotten Village 
Government Is Your Business 
It Takes Everybody to Build This Land 
Maine Harbor Town 

Make Way for Youth 

One People 

Partners 

Neighbors 

Secure the Blessings 

School and Community 
Social Process 

Tale of Two Towns 

Union and Community 

V for Volunteers 

Valley of the Tennessee 
Who’s Delinquent? 

Whoever You Are 

You Can’t Run Away 


COMPARATIVE RELIGIONS 
One God 


Tomorrow’s a Wonderful Day 
Your Neighbor Celebrates 


DEMOCRACY VS. 
TOTALITARIANISM 


Answer for Anne 

Are You a Good Citizen? 
Belonging to the Group 
Democracy 

Despotism 

Discussion in a Democracy 

Divide and Conquer 

Don’t Be a Sucker 

Government Is Your Business 
Heritage 

Meeting in Session 

Our Living Declaration of Independence 
Propaganda Techniques 

Public Opinion in Our Democracy 
Secure the Blessings 

Social Change in a Democracy 
Social Process 
Valley of the Tennessee 

War for Men’s Minds 


DISCUSSIONAL LEADERSHIP 


Broader Concept of Method 
Chuck Hansen—One Guy! 


16 


Discussion in a Democracy 

Discussion Technique 

Meeting in Session 

Our Invisible Committees 

Practicing Democracy in the Classroom 
Room for Discussion 


EMPLOYMENT 


The Challenge 

Date of Birth 

Equal Chance 

Joe Davis—American 

The High Wall 

Let’s Be Human 

Meeting in Session 

Personal Qualities for Job Success 
Prejudice 

Teamwork: Past and Present 
Wastage of Human Resources 
Working Together 


FAMILY RELATIONS 


Alice Adams (Dance sequence) 
Alice Adams (Money sequence) 
And So They Live 

Angry Boy 

Appreciating Our Parents 
Baby Meets His Parents 
Captains Courageous (School sequence) 
Children of the City 

Choosing for Happiness 

Date with Your Family 
Families First 

The Family—An Approach to Peace 
Family Circles 

Family Life 

Family Teamwork 

Farewell to Childhood 

Father and Son 

Fears of Children 

Feeling of Depression 

Feeling of Hostility 

Feeling of Rejection 

The High Wall 

Honor Thy Family 

Learning to Understand Children 
Maine Harbor Town 

Marriage and Divorce 
Over-Dependency 

Palmour Street 

Preface to a Life 

Quiet One 

Shyness 

Social Development 

Steps of Age 

Story of an Immigrant 

You and Your Attitudes 

You and Your Family 

You and Your Friends 

You and Your Parents 

Your Family 


GROUP DYNAMICS 
Belonging to the Group 


Broader Concept of Method 
The Bully 


Captains Courageous (School sequence) 


Chuck Hansen—One Guy! 
Discussion in a Democracy 
Discussion Technique 
Let’s Be Human 

Our Invisible Committees 


Practicing Democracy in the Classroom 


Public Opinion in Our Democracy 
Role Playing in Human Relations 
Social Process 

Working Together 


HOUSING 
Baltimore Plan 
The City 


Partners 


IMMIGRATION 


Answer for Anne 

New Americans 

The Cummington Story 

The Greenie 

One People 

Story of an Immigrant 

Swedes in America 

Who Are the People of America? 


INTERNATIONAL RELATIONS 


Achimota 

Born Equal 

Boundary Lines 

Camping Together 

The Cummington Story 
Defense of the Peace 

Divide and Conquer 
Expanding World Relationships 
The Family—An Approach to Peace 
Father and Son 

A Girl from Puerto Rico 
Grand Design 

The Growing Years 

Hands Across the Sea 

House of Rothschild 
Man—One Family 

One World—or None 

Partners 

People’s Charter 

Picture in Your Mind 


Round Trip: The U.S.A. in World Trade 


Searchlight on the Nations 

Sing a Song of Friendship, Part II 
A Story of Goodwill 

We, the Peoples 

World Friendship 


JUVENILE DELINQUENCY 


Angry Boy 
Children of the City 


Families First 

The High Wall 

Other People’s Property 
Our Town Is the World 
Right or Wrong? 

Who’s Delinquent? 
Whoever You Are 


LIBERTY 


Driven Westward 
Flag Speaks 
Lincoln’s Gettysburg Address 


MARRIAGE 


Choosing for Happiness 
Marriage and Divorce 
Over-Dependency 


MORAL AND SPIRITUAL VALUES 


Again Pioneers 
Ai-Ye 


Alice Adams (Dance sequence) 
Alice Adams (Money sequence) 


Are You a Good Citizen? 
The Barrier 

Brotherhood of Man 
Color of a Man 

Control Your Emotions 
Developing Your Character 
Fun of Being Thoughtful 
Getting Ready Emotionally 
Getting Ready Morally 
Heritage 

Honor Thy Family 

The High Wall 

How to Say No 

Let’s Play Fair 

One God 

Other Fellow’s Feelings 
Other People’s Property 
Prejudice 

Responsibility 

Right or Wrong? 

Rules and Laws 

Search for Happiness 
Secure the Blessings 
Snap Out of It! 

We Hold These Truths 
What Is Conscience? 
You and Your Attitudes 
You and Your Family 


NATIONALITY, RACES AND 


RELIGIOUS GROUPS 


Americans All 
Answer for Anne 

As Our Boyhood Is 
Booker T. Washington 
Born Equal 

Boundary Lines 
Brotherhood of Man 


Camping Together 

The Challenge 

Chuck Hansen—One Guy! 
Color of a Man 

The Cummington Story 
Divide and Conquer 

Don’t Be a Sucker 

Driven Westward 

English Influences in the U. S. 
Family Circles 

French Influences in North America 
A Girl from Puerto Rico 
The Greenie 

Hands Across the Sea 
Heritage 

The High Wall 

House of Rothschild 

How Honest Are You? 

Joe Davis—American 
Lincoln’s Gettysburg Address 
Make Way for Youth 
Man—One Family 

Music in America 

New South 

Of Human Rights 

One People 

Our Town Is the World 
Palmour Street 

The Negro Soldier 

People Along the Mississippi 
Picture in Your Mind 
Prejudice 

Sing a Song of Friendship 
Skipper Learns a Lesson 
Spanish Influence in the U. S. 
The Story of Dr. Carver 
Story of an Immigrant 
Swedes in America 
Sydenham Plan 

To Live Together 
Tomorrow’s a Wonderful Day 
The Toymaker 

We Hold These Truths 

Who Are the People of America? 
Whoever You Are 

World Friendship 

World We Want to Live In 
You Can’t Run Away 

Your Neighbor Celebrates 


OLD AGE 


Date of Birth 
Father and Son 
Steps of Age 


PERSONALITY DEVELOPMENT 


Alice Adams (Dance sequence) 
Alice Adams (Money sequence) 
Angry Boy 

Are You Popular? 

Attitudes and Health 

Baby Meets His Parents 
Breakdown 


18 


The Bully 


Captains Courageous (School Sequence) 


Choosing for Happiness 
Control Your Emotions 
Courtesy for Beginners 
Date with Your Family 
Developing Your Character 
Emotional Health 

Families First 

Family Teamwork 

Fears of Children 

Feeling Left Out? 

Feeling of Depression 
Feeling of Hostility 
Feeling of Rejection 

Fun of Being Thoughtful 
Fun of Making Friends 
Getting Ready Emotionally 
Getting Ready Morally 
Heritage 

The High Wall 

How Friendly Are You? 
How Honest Are You? 
How to Get Cooperation 
How to Give and Take Instructions 
How to Say No 

Improve Your Personality 
Learning to Understand Children 
Let’s Play Fair 

More Dates for Kay 

Other Fellow’s Feelings 
Other People’s Property 
The Outsider 
Over-Dependency 

Palmour Street 

Personal Qualities for Job Success 
Preface to a Life 

Quiet One 

Responsibility 

Right or Wrong? 

Shyness 

Snap Out of It! 

Social Development 
Tomorrow's a Wonderful Day 
What Is Conscience? 

You and Your Attitudes 


PROPAGANDA 


Divide and Conquer 

Does It Matter What You Think? 
Don’t Be a Sucker 

Propaganda Techniques 

Public Opinion in Our Democracy 
Searchlight on the Nations 


PSYCHOLOGY, ABNORMAL 


Angry Boy 

Breakdown 

The Bully 

Emotional Health 

Picture for Your Mind 

Quiet One 

Tomorrow's a Wonderful Day 


PSYCHOSOMATICS 


Attitudes and Health 
Emotional Health 
Feeling of Depression 
Feeling of Hostility 
Feeling of Rejection 
The High Wall 
Over-Dependency 


PUBLIC HEALTH 


Baltimore Plan 

The City 

Partners 

Wastage of Human Resources 


RACE RELATIONS 


Achimota 

Affair Blum 

Americans All 

Booker T. Washington 
Boundary Lines 
Brotherhood of Man 

The Challenge 

Chuch Hansen—One Guy! 
Color of a Man 

Divide and Conquer 

Don’t Be a Sucker 

An Equal Chance 

A Girl from Puerto Rico 
The High Wall 

House of Rothschild 

Joe Davis—American 
Lincoln’s Gettysburg Address 
Make Way for Youth 
Man—One Family 

Of Human Rights 

One People 

Our Town Is the World 
The Negro Soldier 

People Along the Mississippi 
Picture in Your Mind 
Prejudice 

Sing a Song of Friendship 
Skipper Learns a Lesson 
The Story of Dr. Carver 
Story of an Immigrant 
Sydenham Plan 

To Live Together 
Tomorrow’s a Wonderful Day 
The Toymaker 

We Hold These Truths 
Whoever You Are 

World We Want to Live In 
You Can’t Run Away 


RECREATION AND PLAY 
Camping Together 

The City 

The Growing Years 

Hands Across the Sea 

Make Way for Youth 


To Live Together 
Who’s Delinquent? 
Whoever You Are 
World Friendship 


ROOTS AND EFFECTS OF PREJU- 
DICE AND DISCRIMINATION 
Affair Blum 


Again Pioneers 

Alice Adams (Dance sequence) 
Alice Adams (Money sequence) 
Americans All 

Answer for Anne 

The Barrier 

Belonging to the Group 
Born Equal 

Boundary Lines 

Brotherhood of Man 
Camping Together 

Captains Courageous (School sequence) 
The Challenge 

Chuck Hansen—One Guy! 
Color of a Man 
Cummington Story 

Divide and Conquer 

Don’t Be a Sucker 

Driven Westward 

An Equal Chance 

Family Circles 

Forgotten Village 

The Greenie 

Heritage 

The High Wall 

House of Rothschild 

Joe Davis—American 

Make Way for Youth 
Man—One Family 

New South 

Of Human Rights 

Our Invisible Committees 
Our Town Is the World 
Neighbors 

People Along the Mississippi 
Picture in Your Mind 
Prejudice 

Propaganda Techniques 
Skipper Learns a Lesson 

To Live Together 
Tomorrow’s a Wonderful Day 
The Toymaker 

We Hold These Truths 
Whoever You Are 

World We Want to Live In 
You and Your Attitudes 
You Can’t Run Away 


SCHOOL AND COMMUNITY 


Achimota 

Again Pioneers 
Americans All 
And So They Live 
Angry Boy 


As Our Boyhood Is 

Booker T. Washington 

Broader Concept of Method 

Captains Courageous (School sequence) 
Education Is Good Business 

Family Circles 

Fight for Better Schools 

The Forgotten Village 

A Girl from Puerto Rico 

Heritage 

The High Wall 

Partners 

Passion for Life 

Practicing Democracy in the Classroom 
School and the Community 

Secure the Blessings 

Tale of Two Towns 

Who Will Teach Your Child? 


SECTARIAN RELIGION 


One God 
Tomorrow’s a Wonderful Day 
Your Neighbor Celebrates 


SOCIAL STRATIFICATION AND 
SOCIAL STATUS 


Again Pioneers 

Alice Adams (Dance sequence) 

Alice Adams (Money sequence) 

The Barrier 

Captains Courageous (School sequence) 
Feeling Left Out? 

The Outsider 

You and Your Attitudes 


SOCIAL WORK AND 
SOCIAL AGENCIES 

Angry Boy 

Baltimore Plan 


20 


Breakdown 

Children of the City 
Make Way for Youth 
Quiet One 

Shyness 

Sydenham Plan 

V for Volunteers 
Who’s Delinquent? 


TEACHER-PUPIL RELATIONSHIPS 


Angry Boy 

Broader Concept of Method 
Courtesy for Beginners 

Family Circles 

Farewell to Childhood 

A Girl from Puerto Rico 

The High Wall 

Learning to Understand Children 
Maintaining Classroom Discipline 
Passion for Life 

Practicing Democracy in the Classroom 
Quiet One 

Shyness 

Snap Out of It! 

Who Will Teach Your Child? 


UNITED NATIONS 


Born Equal 

Defense of the Peace 

Expanding World Relationships 

The Family—An Approach to Peace 
Grand Design 

Of Human Rights 

One World—or None 

People’s Charter 

Round Trip: The U.S.A. in World Trade 
Searchlight on the Nations 

A Story of Goodwill 

We, the People 


FILM EVALUATIONS 
(Alphabetically Arranged) 


Key to Abbreviations: 


Elem — elementary 

JHS — junior high school 
SHS —senior high school 
Col —college 

AdEd— adult education 


min — minutes 
bl — black 
wh —white 


See DIRECTORY OF SOURCES for abbreviations 
used in listing film distributors and producers 


2] 


AI-YE 

28 min color; Apply for purchase price Brandon, 1950 
SUMMARY: 

This is an experimental film in which a rather unusual method is used to 
interpret the unending story of mankind. Segments of daily life of primi- 
tive peoples in Central and South America are woven into a film fabric 
employing chants, songs and unique musical effects. There is no spoken 
commentary, and the total effect is achieved through the use of color 
photography and the choice of sequences. “Ai-Ye” is a Nigerian word 
meaning mankind. 


COMMENT: 

Col,AdEd. The previewing group felt that in most cases the film requires 
an introduction by a leader or teacher. Although the producer states that 
the film does “not carry nor need a spoken commentary,” it is recommended 
that explanation be given to all but very mature audiences. The film is 
provocative in that it suggests many varying interpretations of the ageless 
story of mankind. Shown in the film are man’s struggle against nature and 
his means of expression. It is useful in human relations, in the study of art 
and music, and as an example of experimental film production. 


ALICE ADAMS (dance sequence) 
15 min bl & wh; Apply for lease TFC, 1935 


SUMMARY: 

Alice, a young girl who comes from a relatively poor home, receives and 
accepts an invitation to a ball given by some wealthy people. She presses 
her brother into the role of an escort; wears clothes which are shabby; picks 
her corsage from violets in the public botanical garden; and travels in a 
pick-up truck. At the ball, however, she tries to give the appearance of 
having friends and fun. This is difficult, and increasingly so, when her 
brother is discovered shooting craps with the servants by one of the male 
guests on whom Alice is trying to make an impression. The film shows the 
difficulty of the adjustments which Alice adroitly and bravely attempts. It 
reveals her frustration when she returns home from the ball without really 
having had the successful evening for which she had hoped. 


COMMENT: 

SHS,Col,AdEd. Tensions created by differences in socio-economic status are 
vividly shown in the case of this girl who is endeavoring to reach a higher 
level in the social hierarchy. The greatest value from the film probably can 
come through its use with a trained leader who can guide the audience to 
recognize the common nature of many of Alice’s problems and help it to 
understand and sympathize with her feelings. The need for proper guidance 
in using the film is emphasized by the report from one center where the 
reaction was negative because of the dated quality of the setting; on the 
other hand, other groups reported the film as “very interesting—many 
audience members identify themselves in the picture.” 


22 


ALICE ADAMS (money sequence) 

14 min bl & wh; Apply for lease TFC, 1935 
SUMMARY: 

Alice Adams’ ambition to rise socially causes constant friction between her 
father and mother. Alice is about to enter a secretarial school to improve 
her family’s finances when she meets, at the entrance to the school, the young 
man with whom she had been friendly at the ball (shown in “dance 
sequence’). She lies to him, telling him that she has come to the school 
to hire a secretary for her father. The young man accompanies her to her 
home, but Alice is ashamed to invite him in because the house is upset. 
She arranges to have him come at another time, but he fails to keep the 
appointment. A few days later, when the house is again in disorder, he 
appears on the scene. Her mother eavesdrops on the conversation, and, on 
hearing her daughter’s attempts to conceal the truth about the family’s social 
position, berates her husband in a loud voice which both Alice and the 
young man can hear. Alice and her friend part with no indication of a 
future meeting. 

COMMENT: 

SHS,Col,AdEd. The preview audiences in one institution accepted the charac- 
terizations of the film as true and were very eager to carry on discussion. 
One other group thought that the film had out-lived its usefulness and that 
the dated settings would arouse laughter. By and large, though, the film 
seems to be one which can evoke considerable interest, and, with a trained 
leader can explore significantly the problems created by family position and 
the social strata. The film best serves its purpose when employed as an 
introduction to these phases of human relations’ study. 


AMERICANS ALL 

15 min bl & wh; $55 McGraw, 1945 
SUMMARY: 

After introducing a study of racial and religious prejudice and discrimina- 
tion in America, the film shows how these evils are being fought by religious, 
community, educational and governmental leadership. There is a dramatized 
portrayal of the way some parents, concerned though they are with protecting 
their children against diseases, often are responsible for infecting them with 
the serious one of racial or religious prejudice. There is also a sequence 
dealing with the positive steps undertaken in the public schools of Spring- 
field, Massachusetts to improve intergroup relations. 

COMMENT: 

JHS,SHS,Col,AdEd. AMERICANS ALL accentuates good programs in 
human relations, programs which can well be imitated and expanded. The 
film is somewhat dated and audiences may not fully appreciate some of its 
implications unless the leader calls attention to the progress made in this 
field in recent years. The film is probably best used as a factual presenta- 
tion of some aspects of intercultural problems a decade ago, problems which 
have significant meaning in terms of the degree to which they have been 


solved by 1954. 
23 


AND SO THEY LIVE 

25 min bl & wh; $95 NYU, 1940 
SUMMARY: 

Difficult social and economic circumstances under which a rural southern 
community lives, are portrayed in this film produced by the Educational Film 
Institute of New York University, in cooperation with the University of 
Kentucky. It reveals that man has been wasteful of the land in the southern 
Appalachian district, and that isolation has kept the people chained to 
folkways that are detrimental to modern living. Much of the film is devoted 
to schools, where the facilities and the curriculum are out-of-date and 
inadequate. It shows that under such conditions, and probably contributing 
to them—as part of a vicious circle—there is no relationship between the 
school program and the problems confronting the people. 


COMMENT: 

Col,AdEd. The film depicts problems in rural sociology, teacher education 
and health education. Its purpose is to show the need for modernizing schools 
and improving living conditions in backward rural areas. Sound health 
cannot be built on biscuits and fat pork; sound learning cannot flourish in 
a stagnant, stereotyped school atmosphere. Caution needs to be exercised 
in the use of the film, since its presentation of one community cannot be 
considered typical of rural America. This is a fine example of the docu- 
mentary-type film, but it is somewhat dated. Produced in the depression 
years, it depicts conditions that are no longer as widespread. Good for 
discussion of land use and human relations. Better examples of what is 
happening in such backward areas may be found in more recent films. 


ANGRY BOY 

33 min bl & wh; $105 IFB, 1951 
SUMMARY: 

In ANGRY BOY we see how a lad, not yet in his teens, responds to psychiatric 
treatment and psychological guidance after he has become involved in a 
stealing episode in his classroom. Tommy’s family background is one of 
frustration, tension and scenes of hostility accentuated by the conflict between 
Tom’s mother and maternal grandmother in their efforts to dominate the 
family. The program of a child guidance bureau is depicted not only as it 
affects Tommy, but also in its relationship to the entire family. At the end 
of the film, Tommy’s mental health has been improved and his progress as 
a developing human being pushes forward along normal and positive lines. 


COMMENT: 

Col,AdEd. This film, sponsored by the Mental Health Film Board and the 
State of Michigan, portrays the causative nature of behavior problems in 
children and indicates how a sympathetic and informed teacher, working 
with guidance people, can help contribute to the improvement of “troubled” 
children. The film is useful in understanding interpersonal relationships, 
unconscious motivations, etc., and the role of the psychiatrist, psychologist, 
social worker, etc., in improving human relations. 


24 


ANSWER FOR ANNE 

40 min bl & wh; $250 RFA, 1949 
SUMMARY: 

The problem of displaced persons and how they can be resettled in the 
United States are shown to a high school girl who, as a result of an 
assigned project, “Why Our Town Should Take in DP’s,” has become inter- 
ested in the situation. She meets with and interviews many citizens in 
completing her research for the writing of the paper. 


COMMENT: 

JHS,SHS,Col,AdEd. The film, produced for the National Lutheran Council, 
opens the eyes of Americans who are not aware of the problems of a dis- 
placed person cut off from a normal way of living through the violence 
of war. Produced at a time when this situation was much more acute, film 
nevertheless contains a moving appeal for better understanding of peoples 
of the world and their problems. 


APPRECIATING OUR PARENTS 

11 min bl & wh; $50 color; $100 Coronet, 1950 
SUMMARY: 

The film presents lessons in cooperation within the family unit. Tommy 
learns to look at the family as a team, for whose well-being all the members, 
Tommy too, have a share of the responsibility. Tommy discovers this lesson 
by looking around his home and discovering how much his parents do for 
him every day, and he learns how he can repay them. 


COMMENT: 

Elem. This is one in a series of films for young children, teaching them how 
to get along with others. The film aims to increase better human relation- 
ships, with particular emphasis on the family. 


ARE YOU A GOOD CITIZEN? 

10 min bl & wh; $50 color; $100 Coronet, 1949 
SUMMARY: 

Mr. Heineman has been chosen by his community to preside over the cele- 
bration of “Citizenship Day.” We discover that he has been chosen for this 
honor because he has fulfilled most completely five requisites of good citizen- 
ship. These include participation in group activities and a knowledge of 
and obedience to the law. Mr. Heineman speaks to a group of junior high 
school students, emphasizing the point that neglect of responsibilities may 
cause the loss of rights. 


COMMENT: 

Elem,JHS,SHS. The film may be used primarily to teach the role of a good 
citizen, but it leads also into a broader discussion of community problems. 
The examples employed in the film show exemplary conduct for both juvenile 
and adult. The previewing committee believes the film may be used more 
successfully with younger high school students than with other groups. 


29 


ARE YOU POPULAR? ; 
10 min bl & wh; $50 color; $100 Coronet, 1947 
SUMMARY: 

This is a film dealing with boy-girl relationships. Caroline and Wally are 
going out tonight, and they'll have a good time. They are popular and 
welcome in any group because of their innate friendliness, consideration 
for other people, and their interest in other people’s activities. Principles 
for being popular are discussed, e.g., consideration; a friendliness which 
is not overbearing; attention to physical appearance; the development of a 
wide range of interests; etc. 


COMMENT: 

JHS,SHS. The film emphasizes the desirable qualities which should be culti- 
vated by young people. As such it has a role to play in the development of 
attitudes on good personal relationships. The film may be utilized to show 
teen-agers how to avoid some frustrations. 


AS OUR BOYHOOD IS 

18 min bl & wh; $85 Brandon, 1943 
SUMMARY: 

This film ‘calls for improved rural education through consolidation of small 
schools, and takes as its model the Bruton Heights consolidated schools for 
Negroes, in Williamsburg, Virginia. In this poverty-stricken community, 
first steps included modernizing the curriculum and replacing, as much as 
possible, outdated texts. However, these first steps weren’t adequate; more 
had to be done; District authorities agreed to execute a plan of consolidation. 
Now, where there once stood a number of small schools, poorly kept, there 
is a single district school, well-staffed and well-equipped. The film points 
out that there is still room for more change. 


COMMENT: 

Col,AdEd. The film stresses scenes from real life in the educational field. 
It points to one of the major developments in education today, and its expres- 
sion of this problem in terms of the improvement of Negro schools, is well- 


handled. 


ATTITUDES AND HEALTH | 
10 min bl & wh; $50 color; $100 Coronet, 1949 
SUMMARY: 

When Marv Baker doesn’t make the basketball team, he begins to worry 
about it. Arriving home, he discovers that his sister, Alice, who had been 
worrying about a promotion that had not developed, has become ill. The 
doctor states that such persons need perspective. He defines this quality as 
seeing a problem in relation to the individual’s life situation. To insure 
healthy living, the doctor gives three rules: (1) get the facts about what 
is worrying you; (2) make your plans in relation to those facts; and, (3) 
carry out the plans. When the doctor leaves, Mary thinks about the advice 
and applies them to his own problem. 


26 


COMMENT: 

JHS,SHS,Col,AdEd. The problems considered are everyday ones with which 
high school and post-high school young people are confronted. The film 
emphasizes the importance of proper attitudes in meeting certain situations 
and indicates ways, occasionally oversimplified, of dealing with the situation. 
Although the picture is pointed to the areas of mental and physical health, 
there are definite applications to personal and human relations studies. 


BABY MEETS HIS PARENTS 
11 min bl & wh; $50 EBF, 1948 


SUMMARY: 

Film shows that an individual’s personality and character are largely deter- 
mined by the way he is treated and his needs satisfied during the early years 
of his life. The baby’s basic needs are said to be concerned with food, elimi- 
nation and love. Ideally, the effect of food on appeasement of hunger gives 
the child a feeling of security and confidence in the world; the process of 
elimination gives relief and happiness; and love, partially illustrated by 
bathing, feeding and playing, helps to teach the child to expect something 
good from the world. Being treated as a real individual, he develops a 
normal personality and learns to become adjusted to society and the require- 
ments of the world. 


COMMENT: 

SHE,Col,AdEd. Good close-ups and actual situations lend the film reality. 
The commentary is well-paced and non-technical. Although the facts of 
heredity are included, the emphasis is on the influences of human relation- 
ships in the child’s development. The film can be utilized to show how a 
child learns the requirements of society and to illustrate the adjustments the 
baby must undergo. 


BALTIMORE PLAN 
18 min bl & wh; $100 EBF, 1953 


SUMMARY: 

A story of how Balitmore, Maryland, has encouraged the improvement of 
its run-down and slum areas. The film begins by depicting the experiences 
of a woman social worker making a survey of various sections of the city 
which are suffering from inadequate and faulty housing, sanitation, and 
recreational facilities. We see these urban jungles with their tenements, 
shacks, and scattered refuse and debris. But then we see how teamwork 
among landlord, tenant-owner, and tenant can transform these blighted areas 
into healthful and attractive places to live. Here, block chairmen are selected 
to help organize the residents into “action” groups. There, a coordinated 
program is undertaken under a new city housing ordinance. Here, sample 
blocks (parts of neighborhoods) are used to test the feasibility of the Plan. 
There, the Plan is extended to larger areas throughout the city. Final scenes 
show neighborhood before the Baltimore Plan had been put into effect and 


2d 


afterward: homes, although old, have now been given the “new” look inside 
and out, and about them are new gardens, and play spaces. 


COMMENT: 

SHS,Col,AdEd. The strength of the film from the human relations point of 
view lies in its effective presentation of a plan for group and community 
activity; everywhere there is evidence of cooperation and successful planning 
by different groups, e.g., the cooperation of Negro and white, landlord and 
tenant, and block leader and neighbor, etc. 


THE BARRIER 
30 min bl & wh; Apply Family, 1951 


SUMMARY: 

By his own standards, Harry Sadler, financially-secure pillar of the com- 
munity, follows an exemplary life. Then, a much-needed housing project is 
built near his attractive home. Indignant, he has a barrier erected to close 
off the most accessible street to the new development; in effect, the people 
are segregated from those of his socio-economic status. His young son 
becomes infected with his father’s attitude and starts an argument with his 
new neighbors. In the melee, in which he is aided by one of the boys from 
the project, the son nearly loses his sight. In the meantime, Henry’s daughter 
becomes engaged to a young man who has purchased a home in the new 
development. Most of Henry’s associates do not approve of his action, and 
with their persuation, added to the conflicts within the family, he acknowledges 
his error. 


COMMENT: 

Elem.,JHS,SHS,Col,AdEd. The film, depicting the application of the principle 
of “love thy neighbor” and religious in spirit, is not sectarian in its approach. 
It is dramatic, the acting is convincing and the message well developed. It is 
excellent for discussional purposes in churches, clubs and other organiza- 
tional activities. 


BELONGING TO THE GROUP 

16 min bl & wh; $75 EBF, 1952 
SUMMARY: 

The film examines the meaning of the idea of respect and explains its essential 
relation to living in a democracy. It illustrates the origin and development 
of some of the barriers to “respect,” and then suggests ways for eliminating 
them. Film also indicates how “respect” must be exchanged among all mem- 
bers of society. 


COMMENT: 

JHS,SHS,Col,AdEd. BELONGING TO THE GROUP is a good film for the 
examination of an important phase of group relationships, and offers an 
effective way of setting the stage for discussion of the problem. 


28 


BOOKER T. WASHINGTON 

17 min bl & wh; $85 EBF, 1951 
SUMMARY: 

This is one of the subjects in the series, GREAT MEN AND WOMEN OF 
THE WORLD. The film reveals significant episodes in the development of 
this famous Negro educator from his childhood through his adult life. His 
early education at Hampton Institute is shown, including the culmination 
of this experience when he is chosen to head the newly-formed Tuskegee 
Institute in Alabama and his later struggle against those who criticized the 
Institute and its program. His famous Atlanta speech is depicted, as well as 
his interview with Theodore Roosevelt and his receiving an honorary degree 
from Harvard University. 


COMMENT: 

JHS,SHS,Col,AdEd. The film, produced in collaboration with John H. 
Franklin of Howard University, is rated high in interest and potential use. 
Its values are many for appreciating more fully American history, education 
and literature, for improving inter-racial understanding, and for helping one 
to understand the significance of the Negro in American Society. 


BROADER CONCEPT OF METHOD 

32 min bl & wh Reel 1 $80 Reel 2 $95 McGraw, 1947 
SUMMARY: 

In reel one, we first see a realistic picture of a teacher-dominated classroom. 
The recitations are the lesson-hearing type, resulting in little student interest 
or participation. Vital problems affecting the students are disregarded because 
of the rigidity of the course of study. A comparison of this method, with 
one in which freedom of discussion is encouraged, then follows. Now, we 
see the class about to embark on a project which is centered about the needs 
and the interests of the students. In reel two, the implementation of this 
desirable kind of program is realized. Students are shown at work together, 
organizing themselves into functional groups to make and to carry on plans 
for investigation and reporting of their problems. We see how reflective 
thinking and self-expression are now greatly enhanced. 

COMMENT: 

Col,AdEd. This film, designed for teacher-training classes, has considerable 
interest to those interested in developing good conditions for group work 
and democratic action. The techniques illustrated are readily applicable to 
other situations in which individuals are to share in the planning and execu- 
tion of activities. The film shows positively the close correlation between 
interest and effort not only in the classroom, but also in any worthwhile 
activity. 

BROTHERHOOD OF MAN 

10 min color; $80 Brandon, 1946 
SUMMARY: 


Deals with scientific facts relating to the biological similarity of all peoples, 
29 


and explodes many “race” theories which claim superiority for certain 
groups. Film emphasizes that superficial differences among people are due 
to accidental and environmental conditions, and shows that mankind’s future 
depends on brotherhood. The film illustrates the importance of environ- 
mental factors by comparing two boys of the same racial background with 
only one difference—one is raised in the United States and the other in 
China. At maturity, despite physical resemblances, they reflect completely 
the cultures in which they were raised. 

COMMENT: 

JHS,SHS,Col,AdEd. The film, which is based on the pamphlet, “Races of 
Mankind” by Ruth Benedict and Gene Weltfish, has universal appeal for a 
widely disparate age group, children, youth, adult. This is especially true 
because the cartoon treatment makes very concrete what otherwise is abstract. 
In some school systems and public libraries the film has been a source of 
controversy because of the alleged association with Communist “front” 
organizations of the authors of the pamphlet and the film script. Preview 
committees, however, subjecting the film to careful analysis, have held that 
the film itself contains constructive material designed to further good racial 
understanding. 


BORN EQUAL 
10 min bl & wh; $45 Library, 1952 


SUMMARY: 

Film illustrates the basic concepts of the UNESCO Declaration of Human 
Rights: The right to education is introduced with the explanation that it 
will take time and effort to achieve a world-wide equality; various types of 
worship are depicted in a sequence on freedom of religion; and a side-walk 
orator, his right to speak without fear protected by the police listening nearby, 
is seen in a section on freedom of speech. Emphasis is placed on the concept 
that a man is considered innocent until proven guilty. Totalitarian countries 
where this idea is not honored are shown. Freedom of person, no arbitrary 
arrest, fair trial, freedom of movement and other promises of the Declaration 
are considered. Freedom is examined in relation to the contributions of the 
individual through work, unselfishness and lack of prejudices. 

COMMENT: 

JHS,SHS,Col,AdEd. The film has been produced by Australian Instruction 
Films in cooperation with UNESCO. It has value for both the study of 
international affairs and human relations. The Australian background against 
which the ideas in the film have been depicted contributes another use: that 
of studying the “Land Down Under” and contrasting it with America and 
other countries. 


BOUNDARY LINES 

10 min color; $100 International Film Bureau, 1947 
SUMMARY: 

Film develops the theme that a “line” is what we make it—a line is only an 
idea. Some “lines,” boundary lines, divide people from one another. 


30 


Throughout history men have fashioned weapons that are used against an 
enemy crossing a boundary line. Now the weapons are so threatening that 
we have little time to overcome the hate, the greed and the fear that cause 
these lines to be drawn. Can we meet the challenge in time? The film is 
composed of animated paintings, moving lines, realistic and abstract symbols, 
and a carefully integrated musical score all of which combine to re-enforce 
the ideas as they are developed pictorially. For example, from an illustration 
of two boys who are involved in a dispute over a game of marbles, we see 
how the struggles of mature men and women develop. 


COMMENT: 

JHS,SHS,Col,AdEd. The film is one of imagination with art work by Phil 
Stapp and music by Gene Forrell, and, in its effective presentation of 
brotherhood as contributing to national and local harmony, is highly recom- 
mended as a valuable tool for group work. The film is especially suited for 
evoking discussion in that it does not actually express concrete ways of 
abolishing barriers but leaves this task to the audience. Some of the pre- 
viewing groups agree that considerable interpretation may be needed for less 
mature members of an audience; that the film may need to be screened a 
few times for an audience to draw from it all of its implications. 


BREAKDOWN 
43 min bl & wh; $150 McGraw, 1951 


SUMMARY: 

The story of a charming, responsible twenty-three year old woman, who, to 
the bewilderment of her employer, family, friends and even her family doctor, 
develops a schizoid personality and has a “nervous breakdown.” She is 
fortunate in being able to receive treatments in an excellent hospital, and 
at the end of the film returns to normal life. One of the films in the “Mental 
Mechanisms” series (a series which includes “Feeling of Rejection,” “Feeling 
of Hostility,” etc.), “Breakdown” does not discuss the causes of mental 
illness, but rather community attitudes towards it. Film emphasizes the fact 
that hospitals with adequate staffs and equipment can treat mental illness 
successfully, and that patients should not be ostracized but regarded in the 
same way as victims of any other disease. 


COMMENT: 

Col,AdEd. The film, which has been previewed by committees on which 
have sat medical personnel, is rated factually sound and excellent in respect 
to how it depicts emotional and social situations which commonly exist. 
There was a difference of opinion, however, with respect to the need for a 
discussion leader versed in psychiatry. Some opined that a discussion leader 
should be well informed on the subject of psychiatry, others, pointing to the 
fact that the impact of the film for human relations study is aimed at the 
social significance of mental illness, didn’t think this absolutely necessary. 
The discussion leader should be informed about the subject of psychiatry, but 
he needn’t be a specialist. 


31 


THE BULLY 

10 min bl & wh; $45 YA, 1952 
SUMMARY: 

This is a discussion film dealing with a common problem in social living, 
that of the individual who is too aggressive in his relations with others of 
his group. The situation dramatized in the film involves Chick, a boy in 
his early teens who dominates the younger boys he has drawn around him. 
Chick, learning of a projected class picnic, decides that the gang will really 
“fix” the picnic. The class leaders hear of the gang’s plans and quickly 
revise the location selected for the picnic. Then, after the picnic is under 
way, they send a note to Chick inviting him and his gang. The film ends 
with Chick and his gang approaching the picnicking group, and there is an 
element of uncertainty as to what the outcome will be. Questions are raised 
for the audience to discuss: “Could anything else have been done about 


Chick, the bully?” “What do you think?” 
COMMENT: 


Elem,JHS. The film depicts a situation which is within the common experi- 
ence of most boys and girls. By presenting the problem as a fictionalized 
drama, the film enables the class to talk objectively about a bully. The film 
gives an insight into the ways people try to meet their social and emotional 
needs. The preview group felt that the character of the bully was distorted 
in that he was just about too bad to be true. While the film is largely in 
the area of child study and psychology, it has an importance in the field of 
human relations since it shows the kind of personality that is predisposed 
to be prejudiced and some of the causes (i.e., insecurity, need for a scape- 
goat, aggressiveness and concern for power). 


CAMPING TOGETHER 

23 min color; free loan Texas, 1952 
SUMMARY: 

The film deals with life in children’s summer camps—Y.M.C.A., Boy Scout, 
and private—and shows camps’ basic organization, instruction in swimming, 
boating, etc. All of these activities stress either cooperative teamwork or 
practiced precision. At the end of the film the Boy Scout groups of San 
Antonio go to Mexico and take a hiking trip with Mexican Boy Scouts. The 
closing words of the film sress the need for the youth of the two countries 
to work together as they camp together. 


COMMENT: 

JHS,AdEd. The film shows the benefits of camp life in teaching children to 
live, work and play together. It stresses, however, relations within an ethnic 
eroup rather than between the ethnic groups. The film also contains little 
that would contribute to improving intercultural relationships within the 
United States. There is some recognition of the need for international under- 
standing and cooperation, and there are some examples of cooperative action 
and experience within boys’ clubs. But, again, film does not show how 
different racial groups can work together. 


32 | 


CAPTAINS COURAGEOUS (school sequence) 
12 min bl & wh; Apply for lease TEG, 1937 


SUMMARY: 

A Metro-Goldwyn-Mayer film. Harvey, the central character in this film is 
the son of a wealthy man. In the private school where he has been placed 
by his father, Harvey attempts to dominate both student body and faculty 
by giving valuable gifts; Harvey expects repayment through favors. One of 
Harvey’s goals is membership in the most select club in the school, and he 
attempts to gain entrance through thinly disguised bribery. When he is 
repulsed and his activities in the school are unmasked by a tutor, he seeks 
revenge by going to his father with an exaggerated tale of inflicted punish- 
ment. Eventually, his father learns the truth, and, in the closing sequence, 
realizes that his neglect of the boy is largely responsible for his development 
along unsocial lines. 


COMMENT: 

JHS,SHS,Col,AdEd. This motion picture has been excerpted from the feature 
film by the Commission on Human Relations. The characters follow stereo- 
typed patterns of behavior, and the situations portrayed are outside the 
comprehension of most students unfamiliar with private schools. Despite 
these drawbacks, the film, in the hands of a competent guide, may be used 
to illustrate the fallacy of attempting to satisfy a normal need for “belong- 
ing” through socially undesirable methods. 


THE CHALLENGE 
30 min bl & wh; $80 McGraw, 1951 


SUMMARY: 

Sponsored by the Civil Rights Film Association and produced by March of 
Time. A photographer and writer are assigned to do a series of articles 
based on the report of the President’s Committee on Civil Rights. First 
incident depicted involves a Negro family in the South, the father of which 
is killed after receiving his poll tax receipt. Then the trial of the white men 
who have committed the murder is portrayed. Next, the message of the 
President’s Committee is dramatized through an interview with Rt. Rev. 
Henry K. Sherrill, chairman of the committee. Other cases of violations of 
civil rights portrayed include a mechanic denied a job because of his 
“foreign name,” a young Pole who is unable to enter a medical school because 
of his nationality, and a Negro who is not permitted to vote. But the film 
also shows evidences that indicate that civil rights are being protected and 
furthered. These sequences show interviews with industrial and labor leaders, 
visits to integrated schools and police departments. The film concludes on the 
note that violations of civil rights cause low income which leads to poor 
housing, poor food, bad health and poor schools. 


COMMENT: 
JHS,SHS,Col.AdEd. The film was critized by previewers because of the em- 


phasis on violations of civil rights rather than upon actions presented which 


33 


develop civil rights. In trying to cover the whole front of civil rights, the 
film loses the sharp focus it might otherwise have had. The film, however, 
provides a good background on the subject, presenting and examining the 
legal implications of the concepts of democratic human relations. 


CHILDREN OF THE CITY 
30 min bl & wh; $75 BIS, 1945 


SUMMARY: 

This is a study of the problems of juvenile delinquency in an urban area in 
Scotland. The city is a large, industrial community where three boys have 
broken into a shop. The film asks the question: “How responsible are the 
children for their act,’ and then shows us the houses in which they live, the 
difficulties of their parents in providing a living and the lack of recreational 
and guidance facilities. One boy is assigned to the care of a clinic to help 
cure a physical disability; one is placed on probation, and a third is sent to 
an institution for rehabilitation. The film then goes on to a broader considera- 
tion of the problem in terms of preventive measures against juvenile de- 
linquency. 


COMMENT: 

Col,AdEd. Although the narration is by a Britisher and therefore a little 
difficult for the American ear, the film penetrates very carefully the basic 
causes of delinquency. As an instrument for initiating discussion it is very 
potent. The cases of the three boys and their families are convincingly and 
sensitively portrayed, so that the transfer of the problems from Scotland to 
America is easily made. 


CHOOSING FOR HAPPINESS 
14 min bl & wh; $75 McGraw, 1950 


SUMMARY: 

This is one in the series of films on marriage. The central character, Eve, 
always asks herself the question when meeting a new boy: “Is he right for 
me?” Most of her friends, male and female, do not seem to meet her “‘specifi- 
cations” and though they have some of the qualities she admires, they 
usually lack one or more she considers essential. She attempts, with no 
success, to alter their behavior. Emphasis on her own character is suggested 
by a friend with the result that she learns to analyze her own conduct before 
presuming to make too many demands on others. 


COMMENT: 

SHS,Col,AdEd. The film is geared to the consideration of a particular phase 
of marriage problems and so is useful in units on family relationships. The 
basic situation depicted, however, permits the use of this film to illustrate 
other inter-personal relationships. The film uses background sets which 
reflect a fairly high standard of living. This may be an important fact in 
planning for its use. 


34, 


CHUCK HANSEN—ONE GUY! 
26 min color; $240 FON, 1953 


SUMMARY: 


Filmed in a large industrial plant, this is the case history of a fight against 
discrimination. The picture depicts the story of how workers and manage- 
ment cooperate to discover and correct bad human relations. Chuck Hansen, 
the average man on the job, who doesn’t think too much about things not 
immediately connected with his job or family, gradually appreciates and 
contributes to the positive program of intergroup education which his com- 
pany together with his union put into effect. Around the conference table a 
group of individuals under the guidance of a social scientist, an anthropolo- 
gist, a clergyman and specialist in group relations, explore the roots of 
prejudice and the elimination of discriminatory practices. 


COMMENT: 


SHS,Col,AdEd. The film acquires much of its authenticity because of the 
real-life people and situations employed in analyzing intergroup problems. 
Much of the action takes place in a static background—a conference room— 
but flashbacks which dramatize the points being made keep interest keenly 
alive. Although the picture gives a clear-cut approach to meeting difficult 
problems, previewers felt there was some danger in the apparently easy way 
problems were solved; that is, this phase of the film seemed more unrealistic 
than the rest. The film has many possible applications by intergroup agencies, 
labor, management, schools, churches, clubs and civic organizations. 


THE CITY 
30 min bl & wh; $65 MMA, 1939 


SUMMARY: 

Two contrasting patterns of life are presented in the film: one, the jumble 
of city life caused by modern developments—skyscraper, smoke, traffic, 
business and commerce; and, two, the peace and calm of living in a rural 
area. Then the film depicts life in a model, planned community, where there 
is room enough for everybody and the elements of a good life are available. 


COMMENT: 

SHS,Col,AdEd. This film is desirable for use in the study of ways of im- 
proving human relationships through technological advances. It can be used 
in sociology, the study of housing, highways or city planning. It is particularly 
valuable because of its emotional impact. It skirts a definite consideration of 
the economic causes and ways of improvement through economic channels. 
Instead the harmful effects of many aspects of city living are emphasized. The 
film is not up-to-date, although the problems raised by the film have not been 
completely solved. It can well serve as an introduction to the discussion of 
urban problems in our society. 


39 


COLOR OF A MAN ; 7 

18 min color; free loan IFB, 1946 
SUMMARY: 

The film deals with the conditions of the American Negro and the efforts 
made to better those conditions. The implications of color in achieving 
abundant full life, are explored. The picture portrays the Negro as having 
a poorer chance than the white man because of his more limited educational 
possibilities, the poverty of his surroundings and discrimination practiced 
against him. When the Negro has living conditions, adequate education and 
employment opportunities based on skill, his response is equal to that of the 
white person. The film calls attention to all peoples’ responsibility for putting 
into practice the precept “all men are created equal.” 

COMMENT: 

SHS,Col,AdEd. The film emphasizes the role of the American Missionary 
Association in improving conditions for living among Negro communities 
in the South. The film does not offer concrete methods of solving the problems 
so well-presented, but it aims at arousing the social conscience. It is a potent 
instrument because of its emotional impact. 


CONTROL YOUR EMOTIONS 

13 min bl & wh; $62.50 color; $125 Coronet, 1950 
SUMMARY: 

In order to control our emotions we must first understand the stimulus- 
response patterns. Severe emotional stress decreases efficiency. This is 
illustrated in the film by Jeff, whose anger results in projecting inanimate 
objects as the cause of his not being able to start a car. To control the 
emotions three suggestions are made: (1) modify the stimulus; (2) eliminate 
the stimulus; (3) modify the response. 


COMMENT: 

JHS,SHS,Col,AdEd. The film is considered representative of the types of 
problems faced by young people in learning to understand and control their 
emotions. The point of the film is clearly and succinctly made for use in 
personal guidance and human relations. 


COURTESY FOR BEGINDEEs 
10 min 1 & wh; $50 color; $100 Coronet, 1952 


SUMMARY: 

The film depicts a modern classroom in which children of the third grade 
are being taught to act as hosts to visitors, as good playmates and neighbors. 
The technique of role-playing is utilized in the presentation. 

COMMENT: 

Elem. The film is more than a picture of good manners and how to execute 
them. It is a personal guidance motion picture for young children and sets 
the stage for knowing why good manners are a basic part of getting along 
with people. The film achieves realism through the introduction of the 
children’s voices along with the comments of the narrator. 


36 


THE CUMMINGTON STORY 

20 min bl & wh; $27.85 UWF, 1945 
SUMMARY: 

The film, produced by the Overseas Unit of the U. S. Office of War Informa- 
tion, depicts the struggle against intolerance in a small New England town. A 
group of refugees is settled in a tight little community, where, at the begin- 
ning, only the minister is their friend. Gradually, as their problems of 
employment, housing and education are met, the townspeople come to accept 
them. 

COMMENT: 

SHS,Col,AdEd. This is a good film which makes a strong plea against preju- 
dice. The emotional problems in the picture are handled in an expert way, 
and the transformation of attitudes from distrust to respect is convincing. 


DATE OF BIRTH 

16 min color; $60 NFB, 1950 
SUMMARY: 

In DATE OF BIRTH, the dependability and productivity of older workers 
are clearly depicted. It is a definite plea to employers, and society in general, 
to remove age barriers to employment. A dramatic sequence reveals the 
intense disappointment of an older worker, an able man of 45, when denied 
a job for which he is fitted in all respects. The film shows that less ab- 
senteeism, a lower turnover rate, and improvement of production result 
from disregarding the date of birth of a worker. Specific benefits to the nation 
from utilizing older men and women are presented. The film is introduced 
by the Minister of Labor of Canada, and the specific implications are in terms 
of Canadian problems. 

COMMENT: 

JHS,SHS,Col,AdEd. The basic difficulties arising from the rapid increase 
of older people in society are as common in the United States as in Canada; 
and, this film does an excellent job in terms of human relationships, to 
visualize this situation. The problems of older members of the family and 
of the community in getting and keeping a job so that they can lead as normal 
lives as young people, receive interesting, and at times humorous, treatment. 


DATE WITH YOUR FAMILY 

10 min bl & wh; $50 color; $100 EBF, 1950 
SUMMARY: 

This is a film dealing with the ethics of family living. It is one in a human 
relations series, concerned with the need for greater understanding—the 
respect all should have for one another. Graciousness, consideration and 
kindness in the family group are stressed. The strengthening of family ties 
_can be effected by the practice of simple courtesies. 

COMMENT: 

Elem.JHS,SHS,AdEd. The film sets positive patterns for improving human 
relationships within the family group. While it is not a film of etiquette in 


37 


the usual sense, it calls attention to proper manners. Its use it not limited to 
any narrow age span since all members of the family are effected by the 
situations developed. 


DEFENSE OF THE PEACE 
12 min bl & wh; $32.50 UN Film Division, 1950 


SUMMARY: 

Live action and animation are used to describe the overall organization and 
functions of the various branches of the United Nations. The United Nations 
is compared with its predecessor, the League of Nations, and the improvements 
in the structure of the UN are described. 


COMMENT: 

SHS,Col,AdEd. The film is definitely a straightforward, factural statement 
of information about the structure and operation of the United Nations. The 
animation does much to clarify the various phases of the huge organization 
portrayed. The film serves as a review or introduction to this international 


body. 


DEMOCRACY 
11 min bl & wh; $50 EBF, 1946 


SUMMARY: 

The film represents an attempt to set up criteria by which democracy may be 
judged. It does not actually define the term. Two basic democratic concepts 
are developed in detail. They are shared respect and shared power. These 
depend upon economic balance and enlightenment. 


COMMENT: 

JHS,SHS,Col,AdEd. The film is particularly useful in any consideration of the 
clarification and definition of democratic ideals. It emphasizes human rights 
and corresponding responsibilities. It is important to relate this picture to 
its companion film, DESPOTISM. Narration in the film is the key to ideas 
given, since the film depends for visualization upon animated charts and 
isolated, though pertinent, film sequences illustrating the ideas of the 
narrator. 


DESPOTISM 

11 min bl & wh; $50 EBF, 1946 
SUMMARY: 

The approach is similar to the companion film, DEMOCRACY. An analysis 
is made in terms of a respect scale and a power scale, these in turn being 
dependent on economic distribution and information. The factors presented 
are elaborated upon with the purpose of establishing criteria by which a 
community or a nation may be judged in relation to its democratic or despotic 
tendencies. 


38 


COMMENT: 

JHS,SHS,Col,AdEd. The film deals with basic problems of citizenship and the 
individual citizen’s responsibility to identify important social values. It needs 
to be studied in relation to its twin film, DEMOCRACY, in order to be com- 
pletely clear. The film is helpful in arranging for a discussion of the problem 
and presents abstract material in a graphic manner. The narration carries 
most of the message of the film. 


DEVELOPING YOUR CHARACTER 

10 min bl & wh; $50 color; $100 Coronet, 1950 
SUMMARY: 

As adults describe instances of good “character” to a high school boy, the 
importance of “character” and the means of developing a good one are 
brought out. It is defined as the way a person behaves, feels, thinks and acts, 
and it is influenced by the home, church, school and friends. By making 
a desired trait into a habit, one may develop “character.” “Character” makes 
a person happier and contributes to group living. 


COMMENT: 

SHS,Col,AdEd. The film develops its topic with incidents illustrating both 
good and bad “character.” Especially valuable are the factors contributing to 
“character” growth. Film can be used to illustrate ways in which personal 
guidance reflects on improvement of the whole group. 


DOES IT MATTER WHAT YOU THINK? 

15 min bl & wh; $47.50 BIS, 1947 
SUMMARY: 

This film is a portrayal of how one person may exert a powerful influence on 
his contemporaries. It shows the ways in which public opinion is developed, 
emphasizing the role of the individual person. The scene of the film is England, 
where a visitor to an exhibition is brought to an awareness of the means of 
propaganda, with special attention to press, radio and other mass media. The 
narrator cleverly interests the audience in the idea that what one thinks really 
matters. The use of the ballot becomes the clear instrument for the expression 
of the opinion of the individual. 


COMMENT: 

SHS,Col,AdEd. Although this film presents something of a handicap to 
American audiences because of the British commentary and the World War II 
references, it remains a vital document for the teacher of social studies and 
those interested in human relations studies. Its use as a prelude to the exami- 
nation and discussion of controversial topics is clearly indicated. 


DIVIDE AND CONQUER 
60 min bl & wh; $86 UWF, 1943 


SUMMARY: 
Produced by the United States Army, this is the third film in the “Why We 


Fight” series. It is essentially a documentary film record of the German 


39 


attack upon and conquest of Belgium, Holland and France in 1940. Nazi 
methods of spreading hate and fear, distrust and confusion are illustrated. The | 
film shows how Nazi agents worked to break down morale in France, by 
starting rumors of weakness in the government, spreading the myth of the 
strength of the Nazi army, and setting groups within the country against 
each other. The picture carries a warning against activities of similar agents 
in our own country who employ identical techniques. 


COMMENT: 

SHS,Col,AdEd. The film has been developed primarily for orientation pud- 
poses in the United States Army, and the major reasons for its use have 
passed. However, there is much residual value in the film both as an 
historical record and as an instrument for understanding the forces of hate 
and dissension. Rather long for classroom use, selection of sequences can 
help to adapt it to teaching requirements. 


DISCUSSION IN DEMOCRACY 
10 min bl & wh; $50 color; $100 Coronet, 1949 


SUMMARY: 

Through expert advice and their own experiences, a typical group of students 
learn the importance of discussion in a democracy. ‘Three aspects of a 
democratic discussion are presented: (1) preparation; (2) planning; and 
(3) personalities. 


COMMENT: : 
JHS,SHS. The film brings to light successfully the close relationship between 
group discussion and democracy in action. Although planned as a part of a 
series, “Language in Action,” the film can be applied both to the social studies 
program and units in human relations. Professor William Brink of North- 
western University acted as educational collaborator in making this film. 


DISCUSSION TECHNIQUE 
30 min bl & wh; $34.43 UWF, 1950 


SUMMARY: 

DISCUSSION TECHNIQUE is designed for the use of instructors in the 
U. S. Army’s Information and Education Program. Effective and ineffective 
ways of leading discussions are demonstrated as are various types of dis- 
cussions techniques, such as the panel, symposium, conference and “buzz 
sessions.” Methods of handling different types of participants such as the 
arguer and the name caller are illustrated. 


COMMENT: 

Col,AdEd. Despite the definite tailoring of this film for use in the army, the 
committee believed that the demonstrations presented were very valuable. 
They were clear and comprehensive, free of jargon, interesting, and effective 
for teaching about the techniques of discussion. 


40 


DON’T BE A SUCKER 

24 min bl & wh; $30.84 UWF, 1947 
SUMMARY: 

This is an United States Army film designed to portray the use made by the 
Nazis of racial and religious prejudices in order to turn minority groups 
against one another. The presentation evolves around a German professor 
exiled to the United States. He explains to a young veteran, who is listening 
to the race propaganda peddled by the soap-box orator, the dangers of racial 
and religious discrimination. He reviews briefly the story of four young 
Germans who fell victim to Nazi theories of the master race. He draws a 
parallel between events in the Germany of Hitler and attempts by similar 
groups here to achieve a similar goal. 


COMMENT: 

SHS,Col,AdEd. The film is an effective instrunient to visualize the ‘‘divide 
and conquer” technique. The film contains an important message: “That we 
don’t merely tolerate minorities, America is minorities.” 


DRIVEN WESTWARD 

30 min bl & wh; Apply for lease TFC, 1948 
SUMMARY: 

This is a very dramatic excerpt from the 20th Century Fox production, 
BRIGHAM YOUNG. The sequences presented show the persecution of a 
minority group, the Mormons, in Illinois, and their difficult journey westward 
under Brigham Young’s leadership. The struggle of the infant colony to 
survive is also portrayed. 


COMMENT: 

JHS,SHS,Col,AdEd. The excerpting of the film has been done in collaboration 
with the audio-visual committee of the National Council for the Social Studies. 
There are no comments on the religious beliefs of the Mormons. The film 
presents the contribution of a minority group, their treatment at the hands 
of intolerant people and the necessity for respecting the rights of such a group. 


EDUCATION IS GOOD BUSINESS 

10 min bl & wh; $37.50 Gen Pictures, 1947 
SUMMARY: 

The film emphasizes the direct relationship between a nation’s prosperity and 
its school system. Statistics from U. S. Chamber of Commerce are quoted. 
Two towns are compared: a prosperous one in which well-trained young 
people benefit from the schools provided by the community, and a poor one, 
in which young people find little opportunity to make a satisfactory life for 
themselves. In the latter community, the people see the schools as an unwel- 
come burden. The film shows the relationship between the school system and 
such indices of living standard as retail sales, magazine circulation and 
number of telephones. Income levels and the educational standards of various 
countries are compared. 


Al 


COMMENT: 
SHS,Col,AdEd. The film serves three purposes: (1) it shows the economic 
rewards of a good system of schools; (2) it develops an interest in improving 
the living standard of a community by improving its schools; and, (3) it 
justifies good school systems in terms of monetary returns. The subject 
matter and presentation are effective, despite a rather inadequate technical 
quality. Some members of the preview groups objected to the emphasis upon 
material benefits of a good school system, but others felt that there is a need 
for this approach. 


EMOTIONAL HEALTH 
20 min bl & wh; $95 McGraw, 1947 


SUMMARY: 

The film deals with the referral of a college student to a psychiatrist by a 
physician. The fears which the student harbors are uncovered through 
analysis which, through flashbacks, reveals the childhood of the subject. The 
interplay of family relationships which are basic to the student’s problem, 
are laid bare. His adjustment to present conditions is realized. 


COMMENT: 

SHS,Col,AdEd. The film is a generally effective one. Young people of college 
age are informed that emotional disturbances are not uncommon for their 
group, and that the need for professional advice and treatment is a normal one. 
Also, techniques are demonstrated to allay fears of the unknown. The film 
clearly shows the effects of child training and parental influences, and is 
effective for showing the mutual problems of the school and the home in dis- 
covering and improving certain basic factors in personality development and 
human adjustment. 


ENGLISH INFLUENCES IN THE UNITED STATES 
10 min bl & wh; $50 color; $100 Coronet, 1950 


SUMMARY: 

The film depicts the English origins of some of the elements of the American 
way of life—freedom of worship, freedom of speech, freedom of assembly, 
form of government, parliamentary procedure, family names and others. 
Film also shows how English styles of architecture and interior decoration 
have been used in American homes and buildings. 


COMMENT: 

Elem,JHS,SHS,Col,AdEd. The film has a wide audience range because of 
its simplicity of presentation and because its use at different stages is con- 
ditioned by the knowledge and experience of that level. The picture relates 
to the broad concept of human relations in that it gives a good introduction 
to the background of some American ways of doing things. It shows the 
contributions of one large segment of European immigrants which have had 
widespread influence. 


42 


AN EQUAL CHANCE 
10 min bl & wh; free loan NY State Commission, 1949 
SUMMARY: 


The film explains how the New York State Commission Against Discrimi- 
nation deals with complaints of job bias, from cause to cure. 


COMMENT: 

SHS,Col,AdEd. The film is intended primarily for distribution in New York 
State. Its value is enhanced by the inclusion of “on-the-job” scenes in the 
production. 


EXPANDING WORLD RELATIONSHIPS 
11 min color; $48.78 UWF, 1946 


SUMMARY: 

. The film was prepared for the U. 5S. State Department. By animation one 
sees how slow were transportation and communication in Thomas Jefferson’s 
day and how little trade there was between different localities and countries. 
Then, to contrast, the machine age is pictured, with machinery taking man’s 
place in many types of work and bringing countries into closer contact by 
improved communication, transportation and interdependence for raw 
materials and manufactured goods. The necessity for close cooperation of 
all countries is emphasized. 


COMMENT: 

SHS,Col,AdEd. The film suggests problems for class study and exploration 
without suggesting the solutions. It has excellent animation, narration and 
music which make it effective for arousing interest in problems of inter- 
national cooperation. 


THE FAMILY—AN APPROACH TO PEACE 
19 min bl & wh; $55 McGraw, 1949 


SUMMARY: 

This is a “March of Time” production which presents a unique approach to 
world understanding by posing the family in various countries as a unit 
having common problems. Families at work, at play and in school, in France, 
Germany, Japan, Russia and the United States are shown. Emphasis is 
placed on the cleavage of the Western Powers and Russia. Man’s willingness 
to underestand his fellowman is the hope for peace. 


COMMENT: 

SHS,Col,AdEd. The film extends the problem of human relationships to 
international significance. Some previewers feel that the title is misleading 
since the film really deals more extensively with world problems than those 
of a family. The film, though, is thought-provoking and leads naturally into 
audience discussion. 


43 


FAMILY CIRCLES 

31 min bl & wh; $100 McGraw, 1949 
SUMMARY: 

This film explores a developing pattern in human relationships—that of the 
increasingly important role played by the school in assuming responsibilities 
for child growth. The boundaries of the family circle today are compared 
with those of a family in the Victorian era. Does this new sitaution improve 
the chances of the child for satisfactory development or does it bring with 
it conflicts which are not being resolved? Case studies in a typical school 
are utilized to provide answers to the question. One child suffers because 
his parents do not respond to the school’s open invitation to parents to come 
to the classroom and investigate their child’s progress. Another child develops 
a feeling of insecurity because her parents expect too much of her. Another 
insecure child is pictured in the throes of family disagreement. One child, 
happily, does have parents who meet their responsibilities in a forthright 
manner; they not only help in working with Jimmy on his home assignments, 
but they also give proper guidance in solving a difficult situation involving 
religious prejudice, which faces the youngster. 

COMMENT: 

Col,AdEd. The film is excellent in its approach to school and family problems. 
It extends the borders of human relationships to include important home and 
school influences The need for warm human relationships, including needs 
for affection, belonging, calmness and serenity is clearly presented. The 
individual cases presented are typical and realistic. The film is of value to 
parents, teachers, social workers, child study groups and family life classes. 


FAMILIES FIRST | 
20 min bl & wh; $50 New York State Departmenut of Commerce, 1948 
SUMMARY: 

The basic needs of youth must be satisfied by wholesome family life if 
juvenile delinquency is to be prevented. Through scenes of family life in both 
good and in unsatisfactory homes, the four basic categories of the needs all 
children have are revealed. These are: security, affection, recognition and new 
experiences. The method by which each requirement can be fulfilled is shown. 
COMMENT: | 

Col,AdEd. The film is excellent in portraying the fundamental needs of 
children and the role of the family in meeting them. Parents and com- 
munity groups gain an idea of the importance of the family in developing 
well-adjusted youth. A good discussion of juvenile delinquency and family 
relationships is presented. 


FAMILY LIFE 

10 min bl & wh; $50 color; $100 Coronet, 1948 
SUMMARY: 

The film shows how the Millers, once a disorganized and hard-pressed family, 
transform their situation so that everyday living will be more fun. The family 


4A, 


learns to work together on such matters as schedules, responsibilities, 
privileges and finances. 

COMMENT: 

SHS,Col,AdEd. The film has a practical, wholesome and commonsense 
appeal. The setting is modern and convincing. The positive ideas presented 
make the film valuable for units on family living and family relationships. 


FAMILY TEAMWORK 

16 min color; $99 Frith, 1947 
SUMMARY: 

This story of an American family, the Garmans, shows how children and 
their parents can assist each other both in their family chores and in their 
outside activities. The parents help their children to develop good judgment, 
self-expression and habits of work. Respect and affection for all members 
of the family group are depicted. 

COMMENT: 

Elem,JHS,SHS,AdEd. Film stresses human values in democratic living and 
has a definite place in units on family life. The picture apparently repro- 
duces a typical and actual family situation which lends it authenticity and 
appeal. It is possible, however, that city children may not respond as actively 
as others to the farm-home setting used. 


FAREWELL TO CHILDHOOD 

23 min bl & wh; $85 IFB, 1951 
SUMMARY: 

This is a study of a normal situation in family living in which a teen-ager 
arrives at the point where she feels she can live her own life without future 
parental guidance. The patience and understanding with which this problem 
should be handled are revealed. The central figure is Susan, who has confused 
and bewildered her parents. They are annoyed with her careless habits around 
the house and her late return home, after dates. Mrs. Stone, an understanding 
teacher, is drawn into the situation, and it is because of her explanations 
that Susan’s parents begin to recognize Susan’s problems and to deal with them 
in a helpful fashion. At the conclusion of the film both parents and Susan 
appear to be making satisfactory adjustments to each other. 

COMMENT: 

SHS,Col,AdEd. This film is suitable for developing an understanding of the 
problems of adolescence. The need for love and affection in human relation- 
ships is well developed. The film makes a contribution to this area for a 
variety of audiences because of its appeal to two generations. 


FATHER AND SON 

14 min bl & wh; $55 BIS, 1946 
SUMMARY: 

The setting of the film is in British East Africa. The conflict between the 
older generations and the new age is shown when a native, who has become 


45 


a petty officer in the Navy, returns to his African village. His father resents 
his son’s new learning. Only gradually can the younger man introduce 
new ideas, gained in the outside world, on medicine, agriculture and navi- 
gation. 

COMMENT: 

SHS,Col,AdEd. The story portrayed in FATHER AND SUN is useful in the 
area of anthropology and other aspects of the study of human relations. Some 
of the background chants are not clear and occasionally confuse. 


FEARS OF CHILDREN 

30 min bl & wh; $115 IFB, 1951 
SUMMARY: 

A parental situation is seen in which the mother tends to coddle her five-year- 
old son, while his father advocates sterner discipline, encouraging the child 
to do more for himself. The resulting conflict confuses the boy and magnifies 
rudimentary fears. With the advice of a friend, the parents make greater 
efforts to understand the situation, and, as the film ends, a happy solution is 
indicated. This is the third film in the Mental Health Film Board’s 
“Emotions in Everyday Living” series. 

COMMENT: 

Col,AdEd. The film contains excellent insights which are convincly presented, 
and can stimulate much thought and discussion on the part of parents and 
others. Preview audiences were left with unanswered questions which lead 
to the suggestion that the follow-up discussion needs competent guidance by 
a skilled person. 


FEELING OF DEPRESSION 

32 min bl & wh; $105 McGraw, 1951 
SUMMARY: 

This is the presentation of an unresolved case history involving a business 
man whose despondency is progressive. Although he will not consult a 
doctor, his need for treatment is made abundantly evident. By a series of 
flashbacks the contributory incidents in the man’s life, from infancy on, are 
portrayed. Although his earliest years are lived in a wholesome family 
atmosphere, he is “hurt” by the death of his mother while he is still young. 
He develops an over-protective attitude toward his brother, and his relations 
with his father lead to loneliness and feelings of rejection. John, the central 
character in the film, is competent in many ways: his friends unusually like 
him; he works hard; his wife is happy with him. The message of the film 
centers around the theme that psychiatry can help to resolve a man’s problems 
and lead him to a happier life. 

COMMENT: 

Col,AdEd. The film is one in a series on mental health which is closely 
related to the study of good human relationships. The purpose of the picture 
is to aid in providing experience for self-understanding. Guilt feelings, the 
feeling of rejection, loneliness and other elements are well-presented. 


46 


FEELING OF HOSTILITY 
27 min bl & wh; $95 McGraw, 1948 


SUMMARY: 

The feeling of hostility depicted in this case history of a girl, Claire, is 
caused by a lack of affection and understanding at home. Claire attempts 
to satisfy her appetite for affection through achievement—often obtained at 
the expense of others. Hostility is later modified through the influence 
of an understanding teacher, but her capacity for love remains impaired. 
The film concludes on the note that understanding can prevent such unfor- 
tunate occurrences and that, even in an advanced stage, understanding leads 
to definite improvement. A National Film Board of Canada release. 


COMMENT: 

Col,AdEd. This film is very well designed for use in the study of mental 
health aspects of human relations. It can be used by the public generally, 
with or without a trained counsellor in attendance, but competent discussion 
leadership is preferable. The acting is relatively poor and at times is 
distracting to the audience. However, the film makes a real contribution to 
the problem of understanding certain aspects of human behavior. 


FEELING LEFT OUT? 
13 min bl & wh; $62.50 color; $125 Coronet, 1951 


SUMMARY: 

Mike Hanlon wants to get into a high school clique that doesn’t want him. 
The coach notices Mike’s repeated and unsuccessful efforts to join “that con- 
ceited bunch” and suggests that Mike think about other ways to make friends. 
Mike learns to make friends with individuals and to belong to different 
groups. In time, he is no longer concerned with the clique that has rejected 
him. 


COMMENT: 

JHS,SHS. The film frankly concedes that “being left out” is painful and 
that some young people may never be accepted by the group to which they 
are most attracted. The film points to the many opportunities in school 
situations for making friends. The responsibilities of understanding teachers 
are shown. Although the film deals with the individual’s adjustment to this 
phase of rejection, it does not offer suggestions for altering the behavior 
of persons who desire to be “exclusive.” 


FEELING OF REJECTION 

23 min bl & wh; $65 McGraw, 1947 
SUMMARY: 

The film, produced for the Mental Health Division of the Canadian Depart- 
ment of National Health and Welfare by the National Film Board of Canada, 
depicts a case history of Margaret, a young adult, who cannot make inde- 
pendent decisions. She goes to a psychiatrist to learn the reasons for her 


47 


headaches, fatigue and social inadequacy. He helps her to see that sibling 
rivalry for parental love caused her to become perfectionist and incapable 
of resisting demands made upon her by adults. When she realizes the cause 
of her trouble, she begins to live a more normal and satisfying life. 


COMMENT: | 

Col,AdEd. The material in this film needs careful presentation to prevent 
misconceptions concerning psychiatry. The girl’s quick “cure” seems very 
simple by reason of the limitations of the film medium. The film, however, 
has many implications for the field of human relations, as well as psychiatry. 
It throws light on psycho-somatic disorders as well as on behavior problems. 


FIGHT FOR BETTER SCHOOLS 
20 min bl & wh; $55 McGraw, 1950 


SUMMARY: 

The film, produced by the “March of Time,” depicts the fight made by the 
aroused citizens of Arlington, Virginia, in the face of determined opposition, 
to improve educational facilities. Outmoded methods and poorly equipped 
schools are shown. The help of other community agencies in the program 
is Clearly brought to light. The final goal is achieved through carrying the 
legal battle to the state’s assembly. Other examples of community endeavor ~ 
and cooperation in Arkansas, Delaware and Kentucky are included. | 


COMMENT: 

SHS,Col,AdEd. The film portrays the assistance rendered by the National 
Citizens Commission in its attack on the problem of improving educational 
facilities. It is important in that it shows the problems education faces in 
improving our civilization, and the methods used to secure community-wide 
cooperation. Previewers thought that the film would have been strengthened 
by showing that the program affects the Negro children in the community, 
as well as the white ones. 


FLAG SPEAKS 


19 min color; Apply for lease TFC 


SUMMARY: , 

In this film the American flag is used to symbolize the Bill of Rights. By 
means of dramatization the flag tells about abuses of freedom of the press 
(1798), freedom of religion (1833), freedom of assembly (1904), and 
instances of persecution against minority groups. The film shows the correct 
way of presenting the flag and of saluting, and concludes with a singing of 
‘America, The Beautiful.” 


COMMENT: 

Elem,JHS,SHS,Col,AdEd. The film, a Metro-Goldwyn-Mayer release with 
John Nesbitt as the narrator, is useful in presenting background for civil 
rights which are guaranteed by the U. S. Constitution. Dramatizations are 
colorful and effective. 


48 


THE FORGOTTEN VILLAGE 

67 min bl & wh; Apply for lease and rental Brandon, 1941 and 1951 
SUMMARY: 

This film is based on a story by John Steinbeck, and the narration is by 
Burgess Meredith. The locale is a small Mexican village, unacquainted 
with modern advances in most areas of living and particularly in medicine 
and education. Juan’s young brother becomes very ill. The village “wise 
woman” treats him with chants, herbs and mystery. The new school teacher 
believes that instead of the “bitter airs” which the quack ascribes as the 
cause, the well water has been responsible for the sickness. The elders oppose 
the use of modern medicine. The boy dies and the mother suffers from a 
premature birth brought on by the strain and anxiety. In the village a gradual 
trend develops towards the new ideas youth calls for. 


COMMENT: 

SHS,Col,AdEd. The film is an outstanding documentary with many implica- 
tions for use in the study of human relationships. The conflict of young 
people with their elders is dramatized most effectively. The roots of prejudice 
and intolerance can be examined in the static quality of community life por- 
trayed in the picture. 


FRENCH INFLUENCES IN NORTH AMERICA 

10 min bl & wh; $50 color; $100 Coronet 
SUMMARY: 

The film shows how French influence was first brought to bear in Canada 
and how it is still powerful in the old sections of Quebec. Explorers such as 
Champlain, Cartier and LaSalle, and priests such as Marquette, carried 
French culture, language and religion through the wilderness of North 
America—first penetrating the St. Lawrence River Valley, then the Great 
Lakes region and finally down the Mississippi to New Orleans. New Orleans 
is still a stronghold of French influence in the United States. Other evidences 
exist in names of towns, cities, streets, people, architecture, language and 
fashions. 


COMMENT: 
Elem,JHS,SHS,Col,AdEd. The film can be used in intercultural study because 
of its clear presentation of the contributions of one European country to the 
United States and to other parts of America. One previewing committee felt 
that the film attempts to include too many facts to carry the film’s visual 
presentation. 


FUN OF BEING THOUGHTFUL 

10 mn bl & wh; $50 color; $100 Coronet, 1950 
SUMMARY: 

At the suggestion that he could be more thoughtful, a teen-age boy and his 
sister try to determine what it is to be thoughtful. Behind courtesy, behind 
all social adjustment, lie the complex skills involved in insight into the motives, 


49 


tastes and desires of others. We call this insight thoughtfulness, and it is 
expressed in hundreds of small and large ways. These are found in speech, 
silence, action and inaction. Thoughtfulness is shown here to be the exercise 
and application of such social skills as noticing what others like and want 
and acting accordingly. 


COMMENT: 

JHS,SHS. The film fits neatly into units of social guidance, but it has rami- 
fications for the study of human relationships in a large measure. Some pre- 
viewers felt that the situations used in the dramatization are a little too pat — 
and possibly artificial. The examples of thoughtfulness present many leads 
into discussion. One group of previewers objected to the idea of thoughtful- 
ness as “fun,” since it is their belief that this quality requires the use of 
considerable amounts of unselfishness. 


FUN OF MAKING FRIENDS 
10 min bl & wh; $50 color; $100 Coronet, 1950 


SUMMARY: 

The film deals with such questions as: “What are the values of friendship?” 
“How do you make friends?” “How do you keep friends?” Joey, the central 
character, likes to play alone—at least, he thinks he does. His mother wants 
him to make friends like his neighbors along the street. She gives him the 
following guidance: (1) Smile and talk to people, (2) Find good things in 
people, (3) Tell them the good things, (4) Do this all the time. Joey takes 
the advice and meets with success. 


COMMENT: 

Elem. The film is one in a series of pictures for the younger child. Dealing 
with the problem of getting along with others, it makes a useful contribution 
to teaching materials in personal guidance. Although the picture leans heavily 
on the narration which contains little natural dialogue, it presents a clear 
and understandable theme. 


GETTING READY EMOTIONALLY 
10 min bl & wh; $50 Coronet, 1951 


SUMMARY: 

This is one film in a series dealing with pre-military orientation for boys. 
It contrasts the comfort and stability of high school life with military life. 
The student is admonished to learn to take orders and to execute them 
promptly and without resentment. The film suggests that the boy should 
treat his assignments as orders which will help him to learn to finish jobs 
promptly and well, even when they are distasteful. The lad is urged to grow 
by taking on new responsibilities. Trips and vacation jobs away from home 
are suggested as a preparation for both the boy and his parents. Boys are 
urged to form a close bond with their religious affiliation before entering 
service. 


50 


COMMENT: 


SHS,Col,AdEd. The film is recommended for both boys and their parents. 
Although the initial purpose of the film is to help boys of pre-military age 
resolve the emotional problems attendant upon military service, it supplies 
considerable guidance for all youth. Along with Getting Ready Morally, 
Your Plans, Service and Citizenship, and Starting Now, this film may be used 
for appropriate discussions of the problems of human relationships faced by 
young people when they enter the armed forces. 


GETTING READY MORALLY 
10 min ~ bl & wh; $50 Coronet, 1951 


SUMMARY: 


In the film the audience sees how poor moral decisions can affect a man’s 
happiness. Two boys in service are contrasted. Al comes to feel alone, 
unwanted, unsuccessful—no good to himself or to his service—largely because 
he has brought to the service no clearly defined moral code. Karl, on the 
other hand, comes to the service with his code established. He has a clear 
mental picture of the fellow he wants to be both in service and in later life. 
His decisions meet the tests of common sense, of sportsmanship and of self- 
respect. 


COMMENT: 


SHS,Col,AdEd. The film is closely related to other motion pictures in the 
“Are You Ready for Service Series” noted in a previous evaluation. It is 
valuable for all young people, both in the study of personal and group 
relationships. 


A GIRL FROM PUERTO RICO 


18 min color; free loan International Movie Producers Service, 1951 


SUMMARY: 


This is a film which grew out of an actual situation in a New York City 
junior high school. In 1950, the Joan of Arc Junior High School had reached 
the point where there was a sizable group of Puerto Ricans enrolled in its 
classes, and misunderstandings among the student body were too grave to 
overlook. The film centers about a Puerto Rican girl who has just en- 
tered the school. She encounters a feeling of hostility, and the teacher of 
the group launches a study of the country of the girl’s origin. The students 
learn much that is significant in the country’s history, see its dances and 
listen to its music. As their understanding increases, the evidences of intoler- 
ance decrease. 


COMMENT: 
JHS,SHS,Col,AdEd. The device of a “film within a film” supplies much 


material which is of interest to classes in social studies, but the manner of 


ol 


its introduction provides a basis for the lesson in human relationships which 
is the chief object in the motion picture. The film is of particular interest 
to those areas in which Puerto Ricans are numerous, but as a lesson in over- 
coming bigotry and intolerance, it has a wide appeal. The film’s message of 
doing something concrete to achieve better understanding is important. 


GOVERNMENT IS YOUR BUSINESS 
30 min bl & wh; $30 Christophers, 1952 


SUMMARY: 


This is the story of a young college graduate who enters politics against 
the wishes of his parents or fiancee. Running against a corrupt city gov- 
ernment with a big boss, he finds himself confused about the issues. His 
parents and fiancee decide to back him, and the climax is reached when 
he challenges the corrupt, machine-backed candidate, an experienced judge, 
to a debate. The governor, who is listening, is aroused by the youth’s sincerity 
and backs him in the race. 


COMMENT: 
SHS,Col,AdEd. The film is of special value in the study of democracy in 
action and of the American scene. : It accomplishes its purpose of awakening 
individuals to their responsibility of helping to make good government for 
town, state and nation. The responsibility of voting is tied into our basic 
rights. The film is a little too glib in the easy conversion of the governor 
and the failure to establish the young man’s qualifications for office to which 
he aspires. 


\ 


GRAND DESIGN | 
9 min bl & wh; $32.50 UN Film Division, 1951 
SUMMARY: 

The film reviews the problems which have been faced by the United Nations 
and its specialized divisions since 1945. It stresses the importance of the 
United Nations to people all over the world. The script of the film has been 
prepared by Norman Corwin, and it emphasizes the efforts of the UN to 
fight disease and hunger in under-developed regions of the world. 


COMMENT: 

JHS,SHS,Col,AdEd. The “grand design” expertly portrayed is the plan to 
combat the enemies of mankind whether they be presented by nature or 
compounded by man himself. Many facts are presented in nine minutes. 
This makes it necessary for the discussion leader to set the stage in the 
presentation which precedes the showing of the film. 


THE GREENIE 
11 min bl & wh; Apply for lease TFC, 1942 


SUMMARY: 
A little Polish boy comes to America as a refugee with his father. The boys 
on the street jeer at him, and, at first, ridicule him when he attempts to 


o2 


become one of them. In a short time, however, he is accepted by his new 
friends. 


COMMENT: 

Elem,JHS,SHS. The film, a Metro-Goldwyn-Mayer production in their “Minia- 
ture” series, presents the unfortunate experiences which a newcomer to an 
American neighborhood may encounter, but shows that often the true friend- 
liness of everyday people comes to the rescue. The subject matter presented 
may be used in units on intercultural and community relations. The situations 
may be too staged and not convincingly developed. 


THE GROWING YEARS 

20 min bl & wh; $85 Girl Scouts, 1951 
SUMMARY: 

This is the story of a girl’s four years of life, from twelve to sixteen. In the 
beginning she is a newcomer to a community. The story culminates when 
she herself, years later, welcomes a stranger into the same community. At 
twelve years of age Janet has moved into a city where she feels completely 
cut off from life as she has known it. Two Girl Scouts, about her age, take 
an interest in her, and invite her to join their group. We see the typical 
activities of a troop, especially in their cooperative endeavors. One of these 
is the planning of a new recreational center, where Janet observes a new girl 
who reminds her of her first days in the city. Vonda, the stranger, who was 
a scout in Europe, welcomes Janet’s friendship. 


COMMENT: 

JHS,SHS,Col,AdEd. This is not just the story of one Janet and one Vonda, 
but it is fairly typical of such sitautions around the world. The actions 
presented in the film are directed toward breaking down barriers of preju- 
dice which are caused by lack of understanding and friendliness. The film 
has many implications in the study of good human relationship, for the 
cooperative spirit manifested should concern many groups. It can be used 
to help young people to develop appreciations for growth of personality, 
intergroup relationship and desirable qualities of leadership. 


HANDS ACROSS THE SEA 
18 min color; $120 Girl Scouts, 1951 
SUMMARY: 


The film develops the theme of international friendship. Scenes in color 
include a cricket game in the English countryside, mountain climbing in 
the Swiss Alps and a race over the Zuider Zee. The attention of the audience 
is directed to the similarities and differences in scouting around the world 
by presenting a day in the life of a girl in each of the three countries. The 
Girl Scout law is repeated in three languages, and insignia and uniforms in 
the various countries are shown. 


33 


COMMENT: 
Elem,JHS,SHS. The film, produced by Julien Bryan, can be used in a study 
of international relations and their importance in better human relationships. 
In addition to the variety of the scenes photographed, the sequences from 
each of the three countries are narrated in accents associated with the regions. 
Because of its beauty and intention, the film has a wider usefulness than its 
original purpose of providing information for scout troops. 


HERITAGE 

9 min color, $100 McGraw, 1953 
SUMMARY: 

The film (cartoon in color), jointly sponsored by the Anti-Defamation League 
of B’nai B'rith, Catholic Youth Organization of Chicago and the United 
Christian Youth Movement, establishes the concept that human rights stem 
from God. Governments are built up around human beings in different 
ways. Totalitarianism is contrasted with democracy. In a democracy the 
rights of citizens are accompanied by corresponding responsibilities. A story 
is developed around what happens when an individual completely disregards 
the rights of others in the community. How a man can “git that way” is 
established in this sequence. The sequence is repeated, and then the fact 
is established that the same worries and insecurities need not ruin a person’s 
character. 


COMMENT: 

Elem,JHS,SHS,Col,AdEd. The film presents values of a lasting nature in 
an interesting and informative manner. The strongest point is its emphasis 
on the presentation of the good, basic idea that the individual is the important 
factor in the smooth functioning of good human relations. The excellent 
animation will appeal to many age groups. Competent discussion leadership 
must pave the way for follow-up by careful preparation of the audience 
before the film is shown. The film can be used as an approach to a unit, to 
clarify and consolidate ideas, to give new direction to the study of basic 
democratic principles, and to lead into discussion of personality development. 


THE HIGH WALL | . 
32 min bl & wh; $90 McGraw, 1952 


SUMMARY: 

The Anti-Defamation League of B’nai B’rith, the State of Illinois Depart- 
ment of Public Information and Mental Health, and the Columbia Founda- 
tion co-sponsored this film. Two teenage boys are both hospitalized as the 
result of a fight growing from prejudice. One of the boys is of Polish 
background while the other is “native” American. A psychiatrist interviews 
both boys in an attempt to investigate the incident. We see, through a series 
of flashbacks how deep are the roots of prejudice. The boy of the minority 
group comes from a family which is emotionally quite stable. The other 


o4 


boy comes from an insecure family, economically frustrated and very jealous 
of its presumed advantages. The father is fearful of his job and inflicts the 
results of his many frustrations on his family. Interesting contrast to the 
maladjusted boy is provided by his sister who has not developed an aggres- 
sive personality. 


COMMENT: 

SHS,Col,AdEd. The purpose of the film is to provide a basis for examining 
the causes of prejudice. Prejudice is shown to be transmitted from adults 
to children. The film explores the principles of personality development and 
the implications of human relations for good mental health. Competent 
leadership is essential for presenting film and follow-up discussion. Film em- 
phasizes the necessity for understanding other people rather than accepting 
careless comments, depending on snap judgments, and relying upon stereo- 
types. Its use in the presentation of patterns of family living is clearly 
indicated. 


HONOR THY FAMILY 
30 min bl & wh; Apply for rental Family Films, 1951 


SUMMARY: 

An immigrant Italian family in which the children have been born and 
brought up in America, is the center of this film. The father has worked 
very hard to build up a successful business, but the material wealth causes 
family conflicts and misunderstandings. The father wants to continue in his 
old ways, but his wife and children disagree. A servant becomes the guiding 
force in helping the individual family members solve their personal and 
common problems. 


COMMENT: 

SHS,Col,AdEd. The film presents a solution to the problems of the family 
in terms of ethical principles. It has been recommended as an excellent one 
to include in appropriate units in life adjustment courses in analyzing the 
causes of differences among the members of a family unit. 


HOUSE OF ROTHSCHILD 
33 min b] & wh; Apply for lease TFC, 1947 


SUMMARY: 

The film, excerpted from the 20th Century-Fox feature picture, dramatizes 
the story of the part played by the House of Rothschild in financing the 
Allies in the Napoleonic wars. It begins with a family scene in a Frankfurt 
ghetto, where the father advises his five sons to establish banking houses in 
the five great capitals of Europe and to strive for the right of Jews to work 
and live with dignity. These five banking houses contributed large sums of 
money to the Allied cause and to the defeat of Napoleon. With victory, the 
Rothschilds are still discriminated against and oppressed. When Napoleon 
escapes from Elba, they again support the Allied cause, although Napoleon 


59 


has offered them much greater security. Closing scenes show Nathan Roth- 
schild, of the London House, being received by the Prince Regent of England, 
who acknowledges Britain’s debt to the Rothschilds. 


COMMENT: 

JHS,SHS,Col,AdEd. Superb acting brings out the conflicts and contributions 
of the House of Rothschild. Both the humility and the strength of character 
of the family are vividly shown, and dramatic relief is provided by good use 
of humor. There is a possibility that some stereotyped prejudices against the 
Jews might be strengthened by showing the strong bond formed between the 
five brothers for the purpose of accumulating money. 


HOW FRIENDLY ARE YOU? 

10 min bl & wh; $50 color; $100 Coronet, 1951 
SUMMARY: 

Ray, with the help of his older brother, learns to be friendly, to meet new 
people and to share with others. He makes friends with a new boy, Karl, 
who is very shy and, in the process, learns that strangers frequently can make 
one’s life happier if one is friendly. Friendship involves generosity, con- 
sideration and sincere interest in each other. 


COMMENT: 


Elem,JHS. The film illustrates its points by example and does not “preach.” 
There is some objection, however, to the stereotyping of a piano-playing boy 
as a “weakling.” The film is one that deals with both personal guidance 
problems, and community and group relationships. 


HOW HONEST ARE YOU 

10 min bl & wh; $62.50 color; $125 Coronet, 1950 
SUMMARY: 

The film, one in a series on personal guidance, is concerned with some high 
school boys who discover the meaning of honesty. The incident centers 
around Bob. Don has inadvertently seen Bob go to another boy’s locker 
and remove something from it. He assumes Bob has stolen, but does not 
report it to the coach or the principal. Instead he tells some of Bob’s asso- 
ciates. They pledge secrecy, but eventually one of the boys reports to the 
principal. As a result of investigation, it appears that Bob had merely 
returned to another boy’s locker, with his permission, to get a whistle needed 
on the athletic field. 


COMMENT: 

JHS,SHS. Although this film deals with the ethical problem of honesty, its 
implications for interpersonal relationships are evident. Many of the roots 
of prejudice and intolerance are, for instance, formed on as hastily made 
judgments as Don’s and on as many false assumptions. The film can be used 
effectively with junior and senior high school classes to start a discussion 
on honesty and its importance in all personal and group attitudes and 
behavior. 


26 


HOW TO GET COOPERATION 
10 min bl & wh; $50 color; $100 Coronet, 1950 


SUMMARY: 

The film presents methods of gaining cooperation in the school and in the 
community. An audiovisual projectionists’ club in a high school needs more 
student helpers. Some practical examples of cooperation are stressed after 
the mandate technique fails. These include: making the need for assistance 
known, arousing interest, showing students the value of the work they are 
doing. As a contributory example the cooperation of residents in a new 
neighborhood in an effort to secure necessary improvements, is portrayed. 


COMMENT: 


SHS. The film is designed to serve as a personal guidance tool in senior 
high schools. Its purpose is to show why cooperation is desirable in any 
type enterprise and to suggest ways of securing the cooperation of others. 
The film is best used in an introductory manner. The strength of the picture 
lies in that the situation is a realistic one and can arouse discussion. 


HOW TO GIVE AND TAKE INSTRUCTIONS 
10 min bl & wh; $50 color; $100 Coronet, 1951 


SUMMARY: 

A class of high school students is engaged in the cooperative enterprise of 
planning a picnic. As they try to work effectively together, the students 
realize the importance of both giving and taking instructions. The film is 
an explanation and demonstration of steps in giving such directions. Careful 
planning and clear communication of ideas are emphasized. These include: 
clarity, knowledge of the steps, use of effective methods, repetition, checking. 


COMMENT: 

Elem,JHS,SHS. The film is primarily a factual presentation of ideas and 
does not visualize the situations completely. Designed for high school per- 
sonal guidance, the film is completely confined to interpersonal relationships. 
It is well-organized and coherently presents some important attitudes for both 
high and elementary school students. 


HOW TO SAY NO 

10 min bl & wh; $50 color; $100 Coronet, 1951 
SUMMARY: 

A group of high school students discuss the problem of saying “no” and 
still keeping friends. Such situations as “friendly” drinking, smoking, pajama 
parties, and petting are given as examples. The suggestions made involve 
directness, knowing what to say “no” to, and being able to use distractions 
and alternate suggestions. Fade-ins illustrate situations being discussed. 


COMMENT: 
SHS,Col. The film has a direct application to studies of interpersonal rela- 
tionships since it is aimed at helping young people who are being subjected 


o7 


to the pressures of their peers. It is an excellent film to use as a spring-board 
for discussion of real problems met by many high school and college students. 


IMPROVE YOUR PERSONALITY 
10 min bl & wh; $50 color; $100 Coronet, 1951 


SUMMARY: 

The film contains elementary hints to teenagers on improving their per- 
sonalities. The theme revolves about the social situations which occur in 
connection with a first formal dance. Personality is defined as “the way 
you get along with other people and with your changing environment.” 
Emphasis is placed on getting away from self-centeredness and considering 
the other person. At the end of the film the commentator states that this is 
“part of the story of your personality, but it’s the beginning.” 


COMMENT: 

JHS,SHS. This is another in a series of films for high school students 
designed to assist in the development of personal guidance through illustra- 
tion and discussion. Its chief use lies in its ability to motivate young people 
to consider their adjustment to other people. 


IT TAKES EVERYBODY TO BUILD THIS LAND 
21 min bl & wh; $100 EBF, 1952 


SUMMARY: 

The film presents the transition in America from home manufacture to 
modern industry. There is a background of folk ballads and guitar music 
for a scene wherein a farmer describes to a girl and a boy the meaning of 
the term “specialization.” The farmer, whom the girl and the boy assume 
to be independent, makes clear how dependent he is upon others in the 
economy of our country—the factory worker, the shoemaker, etc. 


COMMENT: 

Elem,JHS,SHS. The meaning of the term, “interdependence,” is well spelled 
out. However, there needs to be some caution against acceptance of the 
almost pat presentation of the concept. Leaders of discussion should call 
attention not only to the problems created in our society by specialization, 
but also to its benefits. The film introduces the audience to many types of 
specialized workers. It is useful in clarifying part of the concept of co- 
operation. 


JOE DAVIS—AMERICAN 

13 min bl & wh; $50 CIO, 1953 
SUMMARY: 

In the film, a chemical engineer who happens to be a Negro, experiences 
many difficulties in securing employment in the field for which he has been 
trained. There is indication that other individuals in racial and religious 
minority groups have similar problems. Discussion of this topic is intro- 


58 


duced by Senator Wayne Morse and also by a representative of the CIO. 
Explanation of the CIO’s policies with reference to this problem is included. 


COMMENT: 

SHS,Col,AdEd. The film stimulates thought and discussion of an important 
problem in our national life. It does little, however, to suggest ways of 
implementing a desirable principle. It is somewhat dated by references to 


the 1952 elections. 


LEARNING TO UNDERSTAND CHILDREN 
44 min bl & wh; Reel 1, $100 Reel 2, $100 McGraw, 1947 


SUMMARY: : 

The film presents a case study of Ada Adams, an emotionally and socially 
maladjusted 15 year old girl, who is seen through the eyes of her English 
teacher. In the first reel, such diagnostic techniques as observation, study 
of school records and personal visits are used. The material so gathered 
becomes the basis for a remedial program filmed in reel 2. The remedial 
plan capitalizes on Ada’s interest in art, an interest which has not previously 
been brought to attention. Ada’s self-confidence is developed through her 
making a practical contribution to a class play for which she designs the 
costumes. The other students who have looked on Ada as “different” begin 
to realize her potential abilities and take a personal hand in improving her 
appearance and applauding her successes. The film makes very clear that 
although the teacher cannot solve all of Ada’s problems, her careful guidance 
is extremely helpful. 


COMMENT: 

Col,AdEd. The film is primarily for adult analysis, but some guidance 
counselors report its satisfactory use when senior high school classes study 
personal guidance problems. The film is very effective for stimulating dis- 
cussion of the problem of shy children. It is an excellent example of film 
approach to improving group relationships in schools. 


LET’S BE HUMAN 
16 min bl & wh; $90 Business Education, 1951 


SUMMARY: 

This is a film which deals with the problems of personal management. A 
book by John L. Beckley of the same title as the picture is used as a basis 
for the continuity. LET’S BE HUMAN approaches its task from a positive 
point of view, although it does portray certain situations which are to be 
avoided by supervisors. Basically, the film sums up important principles 
which help achieve maximum efficiency without antagonizing people. 
COMMENT: 

SHS,Col,AdEd. This film can be utilized to help boys and girls evaluate a 
job and to know what to expect from their supervisors. It has a definite 
value in college classes in personnel management or industrial relations to 
point up practical solutions to problems in human behavior. The picture is 


59 


rated high for its success in developing attitudes and in provoking discussion. 
Part of the success of the picture is due to its excellent animation. 


LET’S PLAY FAIR | 
10 min bl & wh; $50 color; $100 Coronet, 1949 


SUMMARY: 

Sharing, taking turns, obeying the rules, are some of the basic concepts of 
fair play that Herbie and his brother Bill discover. Herbie has a new 
chemistry set which his younger brother wants to use; unfortunately Bill 
breaks one of the parts. What should Bill do about the breakage? The two 
boys quarrel about whose turn it is to do the dishes. These are situations 
used by the film to raise discussion points involved in the issue. 


COMMENT: 

Elem,JHS. The film lights up vital issues in family living, but it also has 
implications for the consideration of other personal relationships. It assumes 
that older children can have an important role in guiding younger friends 
and relations. The picture teaches the elements of fair play, sharing and a 
sense of responsibility. 


LINCOLN’S GETTYSBURG ADDRESS 
4 min bl & wh; $10 Sterling, 1951 


SUMMARY: 

In the shadow of the Lincoln Monument in Washington, D. C., the Negro 
actor, Canada Lee, movingly reads the Gettysburg Address from the com- 
memorative tablet. His warm reading tends to convey the richness of the 
speech and the event itself. 


COMMENT: 
JHS,SHS,Col,AdEd. The film’s use lies in its interpretation of a great 
American speech and its significance to supplement American history, public 


speaking and studies in group relations. Canada Lee avoids the usual cut- 
and-dried reading of the Address. 


MAINE HARBOR TOWN 
20 min bl & wh; $100 UWF, 1950 


SUMMARY: 

Life in a small town in Maine is pictured in this film. When people live 
where the soil is poor, they must resort to other means of increasing their 
income. Since this condition prevails in the locale of this film, and since 
the growing season is short, the people supplement their meager farm incomes 
by raising dairy cattle and poultry, by fishing, lumbering, working in factories 
and mills and by taking in summer and winter tourists. The family adjust- 
ments which must be made, are well portrayed. 


60 


COMMENT: 

JHS,SHS,AdEd. This is one of the films in the series, “The Earth and 
Its Peoples,” designed to show the intimate relationship existing between 
the life of the people in a geographic area and the climatic factors involved. 
The film explores well the problems faced by those residing in an agricul- 
tural community. The use of one family and its solution to problems of 
living, contributes to a clear understanding of the situation. 


MAINTAINING CLASSROOM DISCIPLINE 
14 min bl & wh; $80 McGraw, 1947 


SUMMARY: 

Two contrasting methods for handling classroom discipline problems are 
interestingly portrayed in this film. We see first a class where teacher and 
students are pulling in opposite directions and where frustration represents 
the common pattern for both. By study, it is revealed that the teacher has 
failed to engage the interests of the students; boredom is the natural result 
and small incidents arising from this condition become magnified into major 
problems. In the second sequence, the class is conducted in a different manner 
from the same point of departure. The same teacher tries to understand 
the native interests of children and uses them in his teaching. In turn, the 
whole problem of control is altered, and the same small distractions are 
handled expertly by the teacher so that familiar patterns of aggression do 
not arise. 


COMMENT: 

Col,AdEd. This film, seemingly devoted to teacher-training alone, has many 
facets for work in individual and group relationships. How sympathy, under- 
standing and kindness create the very opposite effects from tyranny and 
oppression are convincingly portrayed. The film establishes basic principles 
of “getting along” with people which help them to arrive at productive and 
mutually satisfactory solutions of problems. 


MAKE WAY FOR YOUTH 
22 min bl & wh; $60 Association, 1948 


SUMMARY: 

Two rival gangs of teen-age boys have an all-out fight. The son of the local 
newspaper editor is killed in the fray. The editor presents a telling plea in 
his newspaper addressed to the citizens, urging them to get to know more 
about their children and about what is going on in the town. The young 
people themselves respond to the call for action by the formation of a youth 
council to meet the problems of intolerance and prejudice. They engage 
the interests of citizens and organized groups in their effort to secure a 
clubhouse big enough to carry on their activities. Service projects initiated 
by the group are portrayed, and in the final sequence we see the youth of 
the community united in a tree-planting project. Melvyn Douglas is the 
narrator. 


61 


COMMENT: 

JHS,SHS,Col,AdEd. The film is useful in illustrating a way by which 
barriers between races, religions and neighborhoods are broken down by 
group action. The way represented here is the youth council. Actually, the 
causes of friction are glossed over, and one is never sure of the causes of 
bad human relations in the town. Although the method of establishing the 
council is interesting and helpful to others facing a similar problem, the 
successful eradication of prejudice seems much too easy. 


MAN—ONE FAMILY : , 

17 min bl & wh; $55 BIS, 1947 
SUMMARY: 

The film has been made under the supervision of Julian Huxley and J. B. S. 
Haldane. It considers the race theories of the Nazis and goes into the devel- 
opment of the races of the world. Maps and animations are used in the 
presentation. The film makes a plea for a democratic approach to the prob- 
lem rather than the acceptance of theories of racial superiority. Children 
are pictured as being alike everywhere with potentialities for maximum 
growth and development. 

COMMENT: 

SHS,Col,AdEd. The film portrays the need for unity among all peoples and 
provides proof for breaking down the master race theory. The action and 
animation are very well executed. It is best used as a factual presentation 
of the problem. Users are cautioned to preview the film in the light of its 
treatment of Russia. 


MARRIAGE AND DIVORCE 

15 min bl & wh; $55 McGraw, 1949 
SUMMARY: 

The film surveys the problems of broken homes and the increasing divorce 
rate by examining the effects of “mechanization” on present-day family 
relations. The opinions of several experts are included to point the way to 
improving the situation. The film calls attention to the startling fact that 
one of every three American couples is headed for marital difficulty. 
COMMENT: 

Col,AdEd. The social significance of the divorce problem is convincingly 
portrayed in this film. The film contains information for the study of human 
relations problems in terms of the family, working women and the emo- 
tional impact of broken homes on children. The picture can be utilized for 
factual presentation of information or for starting a discussion. 


MEETING IN SESSION 
21 min bl & wh; $75 Columbia, 1953 
SUMMARY: 


The authoritarian and the democratic processes are examined in this film. 
A meeting of nurses to deal with the problem of more adequate schedules 


62 


during evening hours and methods of improving work during this period 
is held under the leadership of a domineering supervisor. She begins the 
meeting by demanding suggestions for altering the existing conditions. A 
quarrel among the various categories of nurses ensues almost immediately. 
When the nurses make suggestions for relief from evening work on occasion 
and the idea of extra bonuses for this work, the supervisor ridicules the 
ideas. She imposes her own solution on the rest of the staff and adjourns 
the session. Another and contrasting meeting is held under the guidance of 
a supervisor who functions democratically. She first presents her ideas relat- 
ing to the problem and then encourages discussion of the several solutions 
discovered. The group resolves to study more thoroughly the ideas brought 
to light and to report at a later date. 


COMMENT: 

Col,AdEd. The film can be used to advantage in portraying a method of 
learning to work together effectively, avoiding the pitfalls of regimented 
group activity, and capitalizing on the democratic process. While the message 
is of particular importance for potential leaders, its value for all participants 
in group activity is clearly indicated. 


MORE DATES FOR KAY 
10 min bl & wh; $50 color; $100 Coronet, 1952 


SUMMARY: 

Kay is introduced as a girl with an inferiority complex. She is helped by 
another girl who directs her attention to such matters as good grooming, the 
development of a pleasing personality and how to become a sincerely helpful 
person. Poor behavior as well as good manners are illustrated. 


COMMENT: 

SHS. The story created in the film can be used as the basis for discussion 
of problems in social guidance. The presentation in the film is convincing. 
The film shows that improvement of group relations begins with the indi- 
vidual’s attempts to alter her own behavior. 


MUSIC IN AMERICA 

17 min bl & wh; $55 McGraw, 1946 
SUMMARY: 

A “March of Time” production, MUSIC IN AMERICA, gives a panoramic 
view of music that is popular today. The film begins with a sequence of 
symphonic selections. We then see a school’s orchestra, the neighborhood 
music shops and what is called “tin-pan alley.” The origin of swing music 
is traced to the Dixie-land jazz band. Serious music is illustrated with scenes 
of Marion Anderson, Serge Koussevitzky and Eugene List. 


COMMENT: 

JHS,SHS,Col,AdEd. Although this film is dated and the information is 
presented in a “newsy” style, the many races and nationalities that have 
contributed to our musical culture can easily be identified. 


63 


THE NEGRO SOLDIER 
20 min bl & wh; $31.69 UWF, 1944 


SUMMARY: | 
The film presents the contribution of the Negro soldier, chiefly in World 
War II, but it recalls the role of the Negro in American history from 1776 
to 1944. The film is also an expose of Hitlerian race theories. It has been 
produced for primary use in the United States Army. 


COMMENT: 


SHS,Col,AdEd. The film can be used to illustrate the importance of a sig- 
nificant racial group in American life. However, like “Henry Brown, Farmer” 
and “Teamwork,” both of which films were also produced during the World 
War II, the setting of the story in terms of the war effort seems to date 
the picture. 


NEIGHBORS 
9 min color; $75 NFB, 1953 


SUMMARY: 


The story is a parable about two neighbors, who, after living side-by-side 
with mutual friendliness and respect, come to blows over the possession of 
a flower that one day grows in the ground on the border of their properties. 
The film does not have a dialogue nor any narration, but it is accompanied 


by music and sound effects. Animated by Norman McLaren, NEIGHBORS ~ 


applies to “live” actors a technique normally used with drawings and puppets. 


COMMENT: | 
SHS,Col,AdEd. The film is an interesting one from the point of view of 
its special technique of production and the impact of the message contained. 
It can be used to illustrate the method by which a minor incident in the 
lives of neighbors, communities or nations can be magnified into one of 
serious proportions. 


NEW SOUTH } 
17 min bl & wh; $55 McGraw, 1945 


SUMMARY: 

This is a study of advances made in the southern part of the United States. 
To set the background, the film begins by painting the traditional activities 
of the region; one sees old mansions, attention paid to fine cooking and 
cultural patterns. Contrasting conditions just after tthe Civil War, the 
reconstruction period and the present-day era are then depicted. The redirec- 
tion of agriculture, industry, mining and especially the war-time boom, all 
contribute to build a “New South.” Of course education, as a key to solving 
social and economic problems, looms as an important factor. 


| 64 


COMMENT: 

JHS,SHS,Col,AdEd. Good photography and clear narration stimulate in- 
terest. The film is definitely dated, but its use in human relations is indicated 
as supplementary material for understanding cultural, economic and social 
changes in a vast segment of our country. 


OF HUMAN RIGHTS 
20 min bl & wh; $65 UN Film Division, 1950 


SUMMARY: 

The United Nations Universal Declaration of Human Rights is the pivot 
upon which this film turns: Scenes in Germany during World War II show 
how human rights were ignored. Tortures of the concentration camps are 
vividly pictured. The film then shifts to children in a community in the 
United States where an incident involving economic and racial prejudice 
among these children occurs. It appears that the children have reflected adult 
thinking in their disregard of human rights. 


COMMENT: 

JHS,SHS,Col,AdEd. Attention must be called to the horror scene which this 
film includes. Caution is required if it is to be used with impressionable 
children. Although it may be shown with proper guidance in schools, probably 
it is most useful with adult groups. The film also may be employed to note 
some shortcomings in the United States in providing basic human rights. 


ONE GOD 


37 min bl & wh; Apply for rental Association, 1949 


SUMMARY: 

In this interfaith film, based on Mary Fitch’s book, ONE GOD, the audience 
sees the rituals and ceremonies of the Jew, the Roman Catholic and the 
Protestant. Stressed is the important place freedom of worship has always 
played in the development of this country. The ceremonies filmed illustrate 
similarities and some differences in the faiths described. 


COMMENT: 

Elem,JHS,SHS,Col,AdEd. The film has a wide age appeal achieved through 
its simplicity and excellent photography. Its purpose is to show that all in 
the United States may worship as they choose. One criticism of the film is 
that more emphasis is placed on the ways of worship rather than on the 
aspects of one God. 


ONE PEOPLE 
11 min color; Free loan ADL, 1946 


SUMMARY: 

In this film we see the story of the development of American life by groups 
representing every nationality. Described are the various ethnic groups who 
came to the United States. Each is pictured in its native background. In 


65 


this chronicle of the background of our culture, we realize that our country’s 
greatness stems from the mixture of nationalities, races and religions. Repre- 
sentative music of the various groups is included. 


COMMENT: 

SHS,Col,AdEd. ONE PEOPLE was produced by the Anti-Defamation League 
of B’nai B’rith. The film is very colorful and has an interesting sound track 
which features Ralph Bellamy. It is excellent for introducing a study of the 
racial groups and various backgrounds which comprise present-day America. 


ONE WORLD—OR NONE 
9 min bl & wh; $30 Association, 1946 


SUMMARY: 


This film, prepared by the National Committee on Atomic Information, 
explores the need for world-wide control of weapons including atomic 
weapons. The film points out that research by scientists from many countries 
has resulted in the discovery and application of atomic energy and that the 
secrets cannot, therefore, remain in any one country. The animated film 
shows how, in the future, the weapon may be used to destroy our own 
country. It ends with a plea for international agreement on the uses of 
atomic energy. 


COMMENT: 

JHS,SHS,Col,AdEd. The film is useful in studying the international aspects 
of the problems of cooperation. It is geared to the kind of discussion in 
which a problem is presented but no specific solutions are offered. Values 
therefore lie in the discussion which is stimulated by its screening. 


OTHER FELLOW’S FEELINGS 
9 min bl & wh; $45 YA, 1951 


SUMMARY: 


The first in a series of films entitled “Discussion Problems in Group Learn- 
ing,” this picture portrays the harmful effects of “teasing” on personality 
development among young people. A seventh-grade girl accidentally drops 
a bottle of perfume. The boys begin calling her “Stinky.” Judy is so upset 
that even her class work eventually suffers. One day in class she breaks 
down completely, when, in oral reading, she says “I stink” instead of “I 
think.” The film closes, and the stage is set for group discussion. 


COMMENT: 


Elem,JHS. The film is designed as a realistic report on personality conflicts. 
It can’ be used with considerable success for the discussion of personal rela- 
tionships. Primarily a guidance film, it can be adapted to the need for 
developing fairness and tolerance. 


66 


OTHER PEOPLE’S PROPERTY 
10 min bl & wh; $45 YA, 1951 


SUMMARY: 

Three boys cause damage to a school room. The vandalism is the result of 
one boy’s antagonism towards a teacher who has disciplined him. Two of his 
pals enter into the activity at his request. Chemicals which they place in a 
wastebasket create a fire, necessitating the turning in of a fire alarm, dismissal 
of school and the redecoration of the room. Each boy is concerned with the 
results of the act in a different way. 


COMMENT: 

JHS,SHS,AdEd. The film, which may be used with both boys and girls and 
parents, develops the conflict between conscience and pressure exerted by 
the peer group. The results of thoughtless actions and the rights and duties 
of citizens with respect to the other fellow’s property, are explored. The film 
is a good basis for discussion. 


OUR BASIC CIVIL RIGHTS 
15 min bl & wh; $62.50 color; $125 Coronet, 1950 


SUMMARY: 

Civil Rights are defined by our courts and preserved by our citizens. The 
film presents basic concepts of civil rights and directs a high school class 
toward a detailed study of the liberties which are fundamental to our society. 
The class photographed in the film interviews a judge on the matter of civil 
rights. The film shows how a trial is conducted in a United States court 
and how such a trial might be conducted in a country where people do not 
have the same civil rights. 


COMMENT: 

JHS,SHS. The film is helpful in visualizing the civil rights guaranteed 
by the U. S. Constitution and the laws of the land. The trial presented in 
the film is “stagey” in some aspects, but the general effect of the film is 
valuable. 


OUR INVISIBLE COMMITTEES 
25 min bl & wh; NEA, 1953 


SUMMARY: 

A group of citizens, cast as typical representatives of a community, is pic- 
tured during an initial meeting to discuss a common problem. It is evident 
that the goals set for the committee are not going to be reached too easily. 
The film then introduces animated diagrams to show how the men and 
women, each representing different organizations, are responding during 
the session to all of the conflicting personal and social pressures which subtly 
or overtly influence their thinking and action. These pressures are alleged 
to be the basic problems that keep the group from having a genuine meeting 
of minds. 


67 


COMMENT: 

Col,AdEd. The film, produced by the National Training Laboratory in Group 
Development, moves slowly, but under the guidance of a competent leader 
to introduce the subject matter, it can be used to clarify a difficult concept 
in group dynamics. 


OUR LIVING DECLARATION OF INDEPENDENCE 


15 min bl & wh; $75 color; $150 Coronet, 1950 
SUMMARY: 
“Freedom,” “rights,” “obligations,” “the pursuit of happiness”’—meanings 


of these terms are explored as this film develops its theme that the Declara- 
tion is not a dead historical document but a vital force and guide to current 
living. Illustrations from the lives of an immigrant and his children give 
present-day meaning to the principles of the Declaration. 


COMMENT: 

Elem,JHS,SHS,Col,AdEd. The purposes of the film are to show that the 
Declaration of Independence was more than a declaration of separation 
from England; to show that concepts inherent in the Declaration are im- 
portant today; to show that the Declaration contains provisions for successful 
solution to many of our current problems; to show that the Declaration has 
influence throughout the world. The film may be used to introduce or to 
review important facts and ideas about our government and its fundamental 
premises. Introduction of the basic ideas through the immigrant family 
makes an easy transition to understanding the ways in which the Declaration 
underwrites our American way of life. 


OUR TOWN IS THE WORLD 
11 min bl & wh; $30 NFB, 1950 


SUMMARY: 

This is a story of prejudice in a small town. The people on the “other side” 
of the river are looked upon as inferior and as possessing undesirable quali- 
ties. Children from both sections of the town are influenced by the attitudes 
of parents. One gang wants to construct a hut by the river, but a group 
from the other side attempts to stop them. A fight results. One youth is 
pushed into the river, several are injured, and some damage is done to 
property. The newspaper editor takes a personal interest in the develop- 
ments, takes the children into his office, talks to them about prejudice and 
human rights, and campaigns for a new spirit in the community. 


COMMENT: 

SHS,Col,AdEd. The children in the film do a realistic job of showing that 
prejudice exists in a small town. The reasons for bad feeling are implied 
rather than actually stated. The discussion of human rights is important, 
but it is not convincingly introduced; however, the film may be employed 
to start a discussion on the problems involved. Some of the scenes used in 


OF HUMAN RIGHTS are from ‘‘Our Town.” 
68 


THE OUTSIDER 
10 min bl & wh; $5 YA, 1951 


SUMMARY: 


Susan Jane, a lonely and friendless girl who wishes to become part of the 
group, is unable to achieve her goal. She has the feeling that she is not 
only unwanted but that the gang is talking about her or making fun of her. 
Actually, she is just being ignored. Susan Jane’s unfounded suspicions 
cause her to refuse an invitation to a party at the home of one of the gang. 
She tells her mother that she has lost interest in the group. However, at 
the close of the film we see Susan Jane going to the party at the urging of 
Marcie, who is one of the gang. The film closes with a series of questions 
intended to arouse class discussion. 


COMMENT: 
JHS,SHS,AdEd. The film is natural and convincing in its portrayal of a 


problem that is common to many people. It presents the material in such a 
manner that discussion is easily focused on this point. The film’s chief use 
is to point out the responsibility of group members for individuals who may 
be “outsiders.” The film can be used well with parents to bring to their 
attention the fact that their children may be involved in similar situations 
either as outsiders or members of the gang. 


OVER-DEPENDENCY 
32 min bl & wh; $75 McGraw, 1949 


SUMMARY: 


The film, produced for Mental Health Division by Canadian National Film 
Board, is the story of a young married man who is unable to face the 
ordinary situation and problems of life. The case presented is not extreme, 
but rather of the fringe variety. The man’s inability to face reality stems 
from his childhood during which he was too dependent upon his mother 
and sister. As a result of his worries, he makes many complaints regarding 
vague physical conditions. His lack of adjustment extends even to dissatis- 
faction with and complaints about his job. His wife urges him to consult 
a physician who discovers no ailment, but sees danger signals in the area 
of mental hygiene. Through encouraging the man to talk of his past, he 
eradually breaks down the man’s fears, and, at the close of the film, the man 
is responding in a more mature fashion. 


COMMENT: 

Col,AdEd. This is the kind of mental health film which requires the service 
of a competent specialist for presentation and guidance of follow-up audience 
discussion. The role of emotions and attitudes in personal health is clearly 
shown. The value of the film lies in its presentation of basic causes for 
individual maladjustment. 


69 


PALMOUR STREET 
26 min bl & wh; $50 Health Publications, 1950 


SUMMARY: 


This is a documentary recording of family life on a typical street in the 
Negro section of any Southern town. The setting is Gainesville, Georgia, 
and the actors are the people who live on Palmour Street. Film reflects chiefly 
the influences which parents and other adults have on children’s attitudes. 
The family represented is a poor one in which both father and mother go 
to work daily. While they supply affection and understanding in abundance 
when they are at home, the children suffer from the treatment which Aunt 
Esther gives them during parental absence. We see the ill effects of the 
harsh Aunt Esther’s treatment on her own children. The mother longs to 
remain at home to devote herself to raising her family. Just as she reaches 
this goal, her husband is seriously injured and faces a long period of recuper- 
ation. The film closes with the question of the family’s future posed for the 
audience’s consideration. 


COMMENT: 


SHS,Col,AdEd. The film is a positive and realistic approach to the study 
of good family and human relationships. By contrasting the attitude of 
Aunt Esther with father and mother, many examples of both excellent and 
negative qualities are brought out. This is further heightened by the dual 
treatment accorded one sequence wherein two possible methods of handling 
a dificult family situation are portrayed. 


PARTNERS 
18 min bl & wh; $55 BIS, 1945 


SUMMARY: 


The film portrays the partnership formed by the Europeans and the natives 
of British East Africa in their effort to meet the many needs of a backward 
and undeveloped country. The narration is supplied by Julian Huxley. In 
the film we see the poverty of the country, the transient population, the 
disease and the primitive agriculture. Into this scene are brought skilled 
professional and technical workers. Hospitals and clinics are developed and 
housing is improved. Schools are established which combine the new learning 
and the lessons of tribal experience. 


COMMENT: 

JHS,SHS,Col,AdEd. The film makes a definite contribution to the study 
of race and minority problems. It provides a basis for mutual understanding 
and respect for differing cultures, and reveals that basically, human nature 
is the same in all countries. A pattern of cooperation is shown as the best 
method for helping others to make needed adjustments. 


70 


PASSION FOR LIFE 
85 min bl & wh; Apply for rental Brandon, 1952 


SUMMARY: 

A young teacher, fresh from training, is hired to replace the old experienced 
schoolmaster in a small French village. M. Pascal’s first act is to remove 
the teacher’s platform in the school using it to provide extra fire wood for 
the stove. The action typifies his future conduct. Traditional activities are 
uprooted to make way for a kind of education which is practical, related 
to the needs of the community and appeals to the varied interests and abilities 
of the students. The creative form of education instituted by M. Pascal is 
tolerated, although not whole-heartedly approved, until some extensions of 
the real-life situations created by a study of the community, impinge on the 
behavior of powerful members of the town. The teacher is to be dismissed, 
but his job is saved by the outstanding work done by Albert, one of the boys 
who has previously been a source of much trouble, when he passes the rigid 
French inspectorial examinations. 


COMMENT: 

Col,AdEd. This is a vivid and vital film about modern educational content and 
techniques. Although the language of narration is French, the English captions 
and the dramatic episodes make the film easily understandable to American 
audiences. While the featured purpose of the film is a study of modern 
education, the warm, friendly human relationship developed in the film and 
the picture of the valuable social and educational changes wrought by M. 
Pascal make PASSION FOR LIFE an excellent tool for studying social 


processes. 


PEOPLE’S CHARTER 
17 min bl & wh; $65 Association, 1947 


SUMMARY: 

The film, produced by the United Nations Film Division, opens with the 
background for the United Nations. Out of the despair of war, came the 
hope that an international organization might control and eventually elimi- 
nate war. The film reviews the “Four Freedoms” of the Atlantic Charter. 
We see events at Dumbarton Oaks and at San Francisco. Finally the charter 
of the United Nations takes form in reality. The first General Assembly is 
shown in session, and the film closes with a message from President Roosevelt. 


COMMENT: 

JHS,SHS,Col,AdEd. This is one of the earliest films to deal with the United 
Nations. Probably, therefore, its best current use is in terms of historical 
information. Changes in the operation of the United Nations and some of 
the practical problems in operation have somewhat altered the optimistic 
picture created by this film. However, its use to stimulate interest in the 
work and the goals of the UN is certainly indicated. 


ar 


PERSONAL QUALITIES FOR JOB SUCCESS 
10 min bl & wh; $50 color; $100 Coronet, 1952 


SUMMARY: 

Qualities that are important for getting and holding a position are demon- 
strated: willingness to take criticism, good personal appearance, satisfactory 
work habits, the necessity for initiative, friendliness and the ability to get 
along with others. Three young high school graduates who possess these 
are pictured. The message is given to young people that they, too, can develop 
these habits. 


COMMENT: 

SHS. The emphasis on consideration for others is one of the qualities that 
makes this film useful in human relations studies. While the goal of each 
of the young people is primarily a personal one, the wholesome benefits of 
good human relationships are well presented. The film emphasizes the posi- 
tive side, omitting inferior patterns. It is primarily for use in vocational 
guidance, but overtones of the picture make it suitable for carefully selected 
purposes in the study of interpersonal relationships. 


PICTURE IN YOUR MIND 
16 min color; $150 McGraw, 1949 


SUMMARY: 

The film is similar in form and substance to BOUNDARY LINES. Philip 
Stapp is responsible for the artistic drawings and Gene Forrell for the dis- 
tinctive music. The presentation is organized around several questions. First, 
how can man live on a congested earth? What are the primal influences 
still extant in man that create his picture of the world today? We trace the 
long history of mankind, and we see how the roots of prejudice were planted 
and nourished by environmental factors. We look at modern man to find 
the reasons for the continuance of prejudices and fears. The birth of each 
man is described as a recapitulation of mankind’s involved evolution and 
history. Each man is asked to look into his own mind to see if his picture 
of other men is distorted. 


COMMENT: | 
SHS,Col,AdEd. This is a difficult film to analyze, and the summary above 
is at best an attempt to state some facets of the subject matter. It is recom- 
mended that the film be shown several times to most audiences. It is so 
crowded with symbolism and mood music that repeated showings are essen- 
tial. The film does not give answers to questions about prejudice, but it 
presents many concepts which are presumed to cling to intolerance. The film 
tacitly accepts the theory of evolution about which much of its theorizing is 
centered. It is a magnificently executed motion picture from technical 
viewpoints. One of its strong points revolves about the projection of “blame” 
on strange groups. Its reiterated theme, “We are right; they are wrong,” 
lies at the heart of much prejudiced thinking. 


72 


PREJUDICE 

55 min bl & wh; Apply for rental price Association, 1949 
SUMMARY: | 

The film explores the effect of racial and religious discrimination and preju- 
dice upon the perpetrator rather than upon the victim—he against whom 
discrimination and prejudice is directed. A young American businessman 
who thinks himself without prejudice, commits a prejudicial act against his 
new Jewish assistant; he has the assistant transferred to another office because 
he fears his assistant’s capabilities. After this action, about which he feels 
guilt, he himself is exposed to intolerance; being of Swedish background, 
he finds his own young son has been called “a dumb Swede.” After hearing 
a sermon in church which deals with the problem of prejudice and discrimina- 
tion, he comes to appreciate the error of his conduct and alters his behavior. 


COMMENT: 

SHS,Col,AdEd. In this discussion and dramatization of the problem of 
prejudice and discrimination, we see vividly how adult attitudes influence 
children. The transformation of the character of the businessman is a little 
too patent for real life, but by and large the film is effective and can be 
used successfully in starting discussion groups on the problems of different 
races and religions. The film was produced by the Protestant Film Commis- 
sion and the Anti-Defamation League of B’nai B’rith. 


PRACTICING DEMOCRACY IN THE CLASSROOM 

24 min bl & wh; $100 EBF, 1953 
SUMMARY: 

This is the story of democratic group work in the nation’s secondary schools. 
In the beginning of the film, citizens are presented expressing their ideas 
on what we ought to expect from education. They agree that the schools 
should train for good citizenship. We then enter a typical high school class 
in social studies: There, we see the teacher presenting three ways for the 
class to operate—at the teacher’s direction, fredom of choice, and group 
cooperative planning and work. The students choose the third method and 
we then see it function in this situation. The development of the individual 
within the boundaries of group decisions is emphasized. 


COMMENT: 

SHS,Col,AdEd. While the film appears to be only a teacher training device, 
it offers, on closer inspection, an important tool for understanding the group 
process. It is an excellent method of demonstrating to parents a kind of 
education which is neither excessively progressive nor excessively traditional 
and teacher-dominated. The acting of the boys and girls in the class is realistic. 


PREFACE TO A LIFE 
29 min bl & wh; $35.85 UWF, 1950 


SUMMARY: 
The film is about a boy and his parents’ two dreams. The boy is the son 
of a man and his wife in a typical suburban town. The father’s dream is 


13 


about how the boy will develop into an almost perfect example of a successful 
man. The mother’s dream is about how the boy will always be her “baby.” 
Examples of the parent’s influences on the son are depicted and we see how 
their rigid preconceptions hinder his development into maturity. Then, we 
see the boy developing under wiser parental guidance. 


COMMENT: 

Col,AdEd. The film has many applications to the study of good human 
relationships. By clearly indicating the results of the wrong kind of guidance, 
and, conversely the right kind, parents and other adults can see that children 
must be understood and respected as individuals; that they have their own 
personalities, that they have their own emotional needs and rights. 


PROPAGANDA TECHNIQUES 

10 min bl & wh; $50 color; $100 Coronet, 1949 
SUMMARY: 

A politician explains to a young friend, Chuck, what propaganda is and 
how it operates. Illustrated are such terms as “name-calling,” “transfer,” 
“slittering generalities,” “band-wagon,” “plain folks,” etc. This explanation 
follows Chuck’s interest in a recent political campaign. Chuck wants to know 
whether the election was really “a victory for good government” as the victo- 
rious party claimed, or just a victory for propaganda. 


COMMENT: 

JHS,SHS. The film represents a positive and informative approach to propa- 
ganda and its detection. As such, it has a definite place in the study of 
human relations. The film urges the adoption of a judicious and critical study 
of the whole subject of propaganda. 


PUBLIC OPINION IN OUR DEMOCRACY 

10 min bl & wh; $50 color; $100 Coronet, 1951 
SUMMARY: 

This film gives an explanation of the importance of public opinion—the 
attitudes which American citizens have toward prominent issues in political 
and social life. It endeavors to show how public opinion is formed on a 
significant community issue, and emphasizes that one man’s vote does count 
and all must express opinions lest minority point of view rule. Film also 
examines public service agencies in the light of their performance. 
COMMENT: 

SHS,AdEd. The film ties in neatly with the study of the formation of group 
opinion under our democratic system. The close relationship between the 
formation of public opinion and the obligations of citizens is well developed. 


QUIET ONE 
67 min bl & wh; Apply for rental Athena, 1948 
SUMMARY: 


This is the story of the readjustment of an emotionally disturbed Negro 
boy, the victim of a disrupted home. Donald Peters is sent to the Wiltwyck 


74, 


School in New York State for treatment. There, the counselors, boys and 
the psychiatrist assist in his rehabilitation. Preceding his placement in 
Wiltwyck are scenes which reveal the squalor, filth and poverty of Donald’s 
background. 


COMMENT: 

Col,AdEd. The brief description of the action of this film can in no way 
portray the vividness and intensity of THE QUIET ONE. Hailed as one of 
the great classics of the documentary technique of film-making, the picture 
penetrates our society and shows movingly how blighted areas directly in- 
fluence the lives of our citizens. Donald’s well-meaning grandmother cannot 
replace his parents; and his depressed environment and negative and anti- 
social attitudes of his companions are too strong for him. Since the film 
was photographed in Harlem, New York, the portrayal of conditions among 
Negroes living in a large city are particularly significant. And the good 
thing about the film: the combination of social forces interested in Donald’s 
transformation—the many forces in the community available and wanting 
to help—are well illustrated. 


ROUND TRIP: THE U.S.A. IN WORLD TRADE 

20 min bl & wh; $57.50 IFB, 1947 
SUMMARY: 

Foreign trade must be a two-way process. Representative Americans—a 
railroad engineer, a businessman, a housewife and others—and various 
workers in England, France and Latin America reveal their conflicting atti- 
tudes toward free world trade. Animation is used to present data concerning 
mutual benefits of free trade and to answer the various objections presented. 
The film discusses the problem of cheap labor, foreign competition and 


“eoods’ versus “gold,” and suggests helping the United Nations establish 
free world trade through the ITO. 


COMMENT: 

JHS,SHS,Col,AdEd. The film is marked by concrete treatment of an abstract 
subject, together with unusual photographic techniques and a swift pace. 
The film is stimulating and unusually valuable for groups interested in 
problems of world trade and international cooperation. One adverse comment 
points to the fact that many concepts are illustrated without being related, 
thus causing a certain amount of confusion. The purposes of the film are 
to show interdependence, to show how foreign trade works, to develop favor- 
able attitudes toward the UN and its work on trade problems and to answer 
some of the common objections to free trade. 


RULES AND LAWS 
14 min bl & wh; $60 EBF, 1952 


SUMMARY: 
A father explains to his children the necessity for and the value of rules 
and laws. He compares the rules necessary for games like “hide-and-seek” 


79 


with those needed for effective functioning of society. Laws are made and 
altered according to specific needs. Other examples depicted are the rules 
and laws essential to the operation of municipal government and Congress. 


COMMENT: 

Elem. The film presents in a convincing way to young children the need 
for laws and rules and serves as a good introductory film in the area of 
citizenship and its responsibilities. The comparison between rules of a game 
and the rules of society is effectively illustrated. The film provides basic 
information and positive attitudes towards the improvement of group living. 


RESPONSIBILITY 
13 min ; bl & wh; $62.50 YA, 1953 


SUMMARY: 

One of the films on “Discussion Problems in Group Living” designed pri- 
marily for use in character education, RESPONSIBILITY presents the story 
of two high school boys, both leaders and popular, competing for election 
as student president. Incidents in their school careers show that one of the 
boys, the chief proponent, has sometimes failed to carry through his responsi- 
bilities, such as making an effort to get the right assignment, to hand in 
his work on time and in the form requested, and to make sufficient prepara- 
tion for an important debate. At the end of the film the audience is asked: 
“How would you vote?” and “Why?” 


COMMENT: 

JHS,SHS. The film satisfactorily avoids “preachiness” often evident in this 
type of presentation, and the incidents depicted are judged to illustrate effec- 
tively the points being made. The presentation can lead to good discussion 
among junior and senior high school classes. 


RIGHT OR WRONG? 
10 min bl & wh; $50 color; $100 Coronet, 1951 


SUMMARY: 

Film, with a sub-title “Making Moral Decisions,” invites audience participa- 
tion by asking at the beginning if we always know what is right. The 
situations in the film are in the form of a self-examination. “Test yourself{— 
decide what you think is right—and why?” A gang of teen-age boys is then 
shown breaking windows in a warehouse. One of them is caught. The moral 
decisions of the watchman, the boy’s mother, the property owner, the police 
sergeant, a social worker and the boys themselves are highlighted to stimulate 
thinking and discussion. 

COMMENT: 

JHS,SHS,Col,AdEd. Questions raised as typical include: Should a boy 
protect himself by telling on his friends? Should police use threats? The 
previewers believed that these were not necessarily the chief problems facing 
young people meeting moral decisions. However, they thought that with the 
help of good leadership the film could be used as a starting point to discuss 
more typical situations. The film is also useful in a study of the inter- 
personal relationships which enter the study of human relations, 


76 


9 


ROLE PLAYING IN HUMAN RELATIONS 

25 min bl & wh; $85 NEA, 1949 
SUMMARY: 

In this film, sponsored by the National Training Laboratory in Group 
Development, we see some of the uses of role-playing and the techniques 
needed to employ it effectively. These techniques include: (1) taking an 
inventory of the problem; (2) selecting a problem through the group process; 
(3) illustrating the problem with a real situation; (4) setting the stage; 
(5) stopping at an appropriate place; and, (6) starting a discussion of the 
problem. One of the chief uses depicted has to do with acting out a difficult 
verbal statement. 


COMMENT: 

SHS,Col,AdEd. The film moves very slowly, and, in the words of one evalu- 
ator: “It is not well enough done to sell me on the idea.” On the other 
hand, most of the preview audience thought the film, if used properly, could 
be employed to demonstrate role playing techniques to groups entirely unfa- 
miliar with the method. A leader who is well versed with role playing might, 
however, succeed in showing the ideas of this film more effectively by having 
the students carry on the activity themselves. 


ROOM FOR DISCUSSION 

25 min bl & wh; $112.50 EBF, 1952 
SUMMARY: 

An overview of the values to be gained from using the technique of organized 
discussion, is depicted. The point is made that discussion is not only the 
privilege, but also the responsibility of all citizens living in a democracy. 
Consideration is given to the functions of discussion which contribute to 
understanding and to the solution of problems in various situations. Examples 
illustrating persons reaching agreements after discussion, range from the 
family, management and labor, and the community, to problems in inter- 
national relations. Meet your neighbor “half-way” and you can discuss and 
settle many differences. 


COMMENT: 

SHS,Col,AdEd. An important film to use in studying the group process and 
the relationship between “rights” and “responsibilities,” ROOM FOR DIS- 
CUSSION vividly makes its points through the use of several dramatic illus- 
trations. In addition to training leaders, the film can be used to develop in 
audiences the ability to discuss issues more effectively. 


SCHOOL AND THE COMMUNITY 
14 min bl & wh; $65 color; $125 McGraw, 1952 


SUMMARY: 

The film presents the idea that everyone—teachers, parents, school officials 
and the average citizen—shares the responsibility for the conditions of our 
schools. The picture explores the wall of separation between schools and 


7 


their communities, and depicts evils of such separation. The technique of 
animation is employed to depict antiquated schools and out-moded methods. 
Ways are then presented by which a school can use the community as a 
laboratory for more realistic teaching. The contributions of the school to 
the community are also visualized. 


COMMENT: 

Col,AdEd. The film achieves an unusual presentation through clever anima- 
tion; cartoons developed with an aspect of humor keep the attention of the 
audience and add interest to a subject which is often treated too solemnly. 
The film contributes to an understanding of both failures and successes 
achieved by the schools in working with community groups. The use of the 
school plant for a wider public is a valuable concept presented by the film. 


SEARCH FOR HAPPINESS 

17 min bl & wh; $55 McGraw, 1948 
SUMMARY: 

Automobiles, radios and innumerable gadgets—all the complicated para- 
phernalia of our modern civilization intended to ease our living conditions 
—lead frequently to frustration and seemingly complicate life rather than 
simplify it. The film examines the effect of modern life upon man and how 
he attempts to solve his problems. He is shown as turning for advice and 
counsel wherever such help is given, and, with optimism, buying potions and 
pills, following the guidance of astrologists and numerologists, taking mail- 
order courses in muscle building, etc. 


COMMENT: 

SHS,Col,AdEd. The film, a “March of Time” production, is a well-balanced 
presentation of some of the symptoms of over-wrought people who will not 
accept reality. The film can be employed to advantage in arousing discussion 
of both individual and group problems in modern living. Ways in which 
people seek to satisfy normal emotional needs are depicted but the basic 
problem of how to meet such needs is not offered. 


SEARCHLIGHT ON THE NATIONS 

22 min bl & wh; $65 UN Film Division, 1949 
SUMMARY: | 
The film deals with the international exchange of information through modern 
communication, including the press, film, radio, etc. The stress is laid on 
getting the news of world problems to all people in the world. The activities 
of the UN meetings are used to illustrate ways in which their proceedings 
are communicated through newspaper, television, radio, recordings and 
motion picture. Attention, too, is centered on the lack of means of communi- 
cation in many parts of the globe. 


COMMENT: 


JHS,SHS,Col,AdEd. The film focuses its attention on the diversity of com- 
municative media available, but does not neglect to point out that the mere 


8 


fact of their existence does not mean that we have developed a technique 
for really communicating with each other. There is a great deal of informa- 
tion in the film, but its use in human relations study must be pointed up 
by a competent leader. 


SHYNESS 
23 min bl & wh; $95 McGraw, 1953 


SUMMARY: 

Released by the National Film Board of Canada for the Mental Health 
Division, the film presents the application of a sociometric test to students 
in the classroom. It is apparent that a pattern has evolved in the room in 
which the lively, confident children are envied as companions. Outside the 
circle are three friendless children. For a moment the film considers the 
long-range possibilities of the situation when we see an adult who is typically 
shy and withdrawn. Returning to the classroom, the psychiatrist from the 
clinic explores the three cases more fully. One child is alone because of his 
desire; he is always occupied in his own special pursuits and basically has 
nothing wrong in his condition. One child is emotionally ill as a result of 
over-protection and jealous love of mother. One child, the third, is the typical 
shy child. She wants to join groups, but she is fearful of rebuffs or failures. 
Her exacting mother has stifled any feeling of confidence. The child is 
sradually helped by teacher and clinical psychiatrist. 


COMMENT: 

Col,AdEd. The film deals with an important social problem—that of isola- 
tion. The film is useful in establishing a background for discussion of similar 
problems known to the audience. It is a helpful study of group problems 
and relationships. 


SKIPPER LEARNS A LESSON 
10 min bl & wh; $45 EBF, 1951 


SUMMARY: 

Susan and her dog, “Skipper,” move into a new neighborhood. Susan 
accepts the children of different races which she finds there. However, 
Skipper shows prejudice against the other funny looking dogs he encounters. 
This condition remains until he finds that playtime is not funtime when he 
is alone. Skipper’s color is suddenly changed by a pail of paint so that he, 
too, becomes a funny looking dog. He learns of the bitterness caused by 
discrimination, (now practiced against him by the other dogs), a discrimina- 
tion which has been created by his previous intolerance rather than his color. 
The idea begins to dawn on Skipper that color doesn’t make a real difference. 
Eventually, a group of boys and girls, Susan’s playmates of varied races, 
remove Skipper’s “false”? colors from his tail. 


COMMENT: 
Elem. The point of the story is clearly presented and should motivate good 
discussion of a beneficial nature in reducing baseless racial discrimination. 


19 


The film gains added value since it does not malign any one group for having 
had a monopoly on the practice of discrimination. The film is excellent for 
use with lower elementary children in promoting better inter-racial under- 
standing and tolerance. 


SNAP OUT OF IT! 
13 min bl & wh; $62.50 color; $125 Coronet, 1951 


SUMMARY: 

A boy in a high school class has worked hard to secure an “A” rating, but 
he gets only a “B” when report cards are issued. He is emotionally dis- 
turbed by this failure to the extent that the school principal finds it necessary 
to interview him. Under the guidance of the principal, he discovers ways 
of setting his expectations realistically in order to avoid disappointment. 
He also learns how to use the emotional drives of disappointment for a 
positive attack on a problem. 


COMMENT: 

JHS,SHS. The value of this film in the study of human relations lies in 
analyzing the factors involved. Are grades so important? What values should 
be developed by young people? How do emotional upsets influence behavior 
towards other people? The solution in the film is considered rather trite by 
the preview committee. It also needs careful and specific preparation by the 
leader before use in the area of human relations. 


SOCIAL CHANGE IN A DEMOCRACY 
30 min bl & wh; $44.74 UWF, 1952 


SUMMARY: 

The film has been prepared by the United States Army for use in occupied 
areas, but it is also available for American audiences. It portrays students 
in a high school social studies class discussing the difference between condi- 
tions in a democracy and in a totalitarian state. They then learn from first- 
hand experiences how a problem in their own community, arising from a 
social change, is solved by law and assembly of the people, instead of by 
violence. 


COMMENT: 

SHS,Col,AdEd. The film can be utilized to illustrate the practical workings 
of the democratic system, as well as a teacher-training device. The film 
shows the necessity of people’s getting along together and their need for 
working as a group in the solution of common problems. 


SOCIAL DEVELOPMENT 

16 min bl & wh; $80 McGraw, 1950 
SUMMARY: 

SOCIAL DEVELOPMENT offers an analysis of social behavior at different 
levels and the reasons underlying the changes in behavior patterns as the 
child develops. It points to typical illustrations of behavior at intervals from 


80 


infancy to the time when children pick members of their own sex as play- 
mates and seek natural leaders for their group. All these patterns mix and 
overlap. The film then goes on to consider emotional conflicts of the gang 
age. Stressed is the fact that while the child must meet and solve each problem 
as he reaches the appropriate level, guidance from understanding adults can 
make the adjustment infinitely easier and smoother. 


COMMENT: 

Col,AdEd. The purpose of the film is to demonstrate highlights of various 
critical phases of child development. The roots of behavior are thus illus- 
trated in the study of human relations problems. The film is best used as 
a fact presentation or summary, although it is likely to provoke discussion 
with the proper kind of leadership. 


SOCIAL PROCESS 
23 min bl & wh; $85 EBF, 1952 


SUMMARY: 

Harold Lasswell of Yale University presents the “social process” through 
a discussion with graduate students in seminar session. After an informal 
introduction the group centers its interest around the answers to the ques- 
tion: “Why do men behave as they do in society?” This brings to light 
the belief that men strive to get what they want, and these wants may be 
termed “values.” The pattern of behavior pursued by mankind in communi- 
ties is described as the “social process.” Eight categories of values are 
suggested by Dr. Lasswell: wealth, respect, enlightenment, affection, skill, 
well-being, rectitude and power. These are illustrated by means of flash- 
backs to incidents in the lives of students. Institutions are defined as ways 
men organize to achieve values. The group concludes that institutions may 
vary, but not values, in different societies. In our free society the aim is to 
have all people share in the values sought. 


COMMENT: 

SHS,Col,AdEd. Besides delving into key considerations in the area of human 
relations, the film itself is an excellent example of group relations and 
behavior; Dr. Lasswell’s manner of handling the seminar provides a good 
lesson in leading and working with a group. The film takes an abstract idea 
and succeeds in clarifying it. 


SPANISH INFLUENCE IN THE UNITED STATES 

10 min bl & wh; $50 color; $100 Coronet, 1948 
SUMMARY: 

Historic locales from Florida to California document this record of our 
Spanish cultural heritage. Two students in the film discover, for example, 
that they live in a house which derives its architecture from Spain. They 
also discover that we use many common words of Spanish derivation. When 
their study turns to other sections of the country, they learn about the 


81 


missions, longhorn cattle, horses and other things originally brought here 
by the Spanish. We gain the impression that the Spaniard has exerted a 
wide influence on the life and customs of the United States. 


COMMENT: 

Elem,JHS,SHS,AdEd. The film is useful in establishing the importance of 
one important nationality group contributing to our cultural heritage. The 
film is largely dependent on the narration, since there is little action; and 
the visualization is actually a series of scenes from various sections of the 
country. It is useful in history classes and is valuable either as an introduc- 
tion or review of the subject. 


STEPS OF AGE 

25 min bl & wh; $95 IFB, 1951 
SUMMARY: 

Mrs. Potter, a woman of 62 who has just retired from her work, is pictured 
climbing a long stairway, symbolizing her past and future life. Long remem- 
bered scenes from her active life pass through her mind. They include her 
deceased husband, her daughter, her retirement and her fears of the future. 
Mrs. Potter is now living with her daughter and grandchild, and some of 
the new patterns of life which must be established are rather painfully 
accepted. Gradually however she accustoms herself to the changes wrought 
by time and comes to the conclusion: “Growing old is so much easier if 
someone loves and understands you.” 


COMMENT: 

Col,AdEd. The film aims to assist both younger and older people to recog- 
nize the adjustments necessary for “old age.” Such films achieve a growing 
significance in the light of the early retirements and longer life spans now 
possible. Actually, though, in STEPS OF AGE, the reviewers felt that this 
grandmother had no particular problems. Her situation was dramatized 
through photography to the point where some of the situations seemed 
unreal. The film, however, can be used to open discussion on the problems 
of human relationships created by frustrations and fears of older members 
of our society. 


THE STORY OF DR. CARVER ) 
11 min bl & wh; Apply for lease TFC 
SUMMARY: 

The film, a Metro-Goldwyn-Mayer production, depicts the story of a Negro 
slave boy who received an education and became one of America’s leading 
- scientists. Shown are Dr. Carver’s agricultural experiments in the South 
and his many achievements in the laboratory at Tuskegee. 

COMMENT: 

JHS,SHS,AdEd. Although the film is brief, the highlights in the life of 
Dr. Carver are effectively presented. The film contributes to a better knowl- 
edge of the Negro in our civilization. It can be utilized in the study of 
education, human relations, American history and science. 


82 


A STORY OF GOODWILL 
19 min bl & wh; $24.29 UWF, 1951 


SUMMARY: 

Four students at International House, in New York, tell how much American 
aid has meant to them and their people, and how they feel it contributes 
to international understanding and peace. A Chinese girl reports about 
mission schools and hospitals, about help in times of drought and famine, 
and how the Communist regime is a “new, dark day.” A Korean girl reports 
on post-World War II liberation and aid; a boy from the Philippines tells 
how the U. S. prepared the people of his country for independence, and a 
Japanese boy expresses the deep impression made on his country through 
postwar activities in Japan on the part of the U. S. 


COMMENT: 

SHS,Col,AdEd. The film explores the two-way workings of tangible efforts 
to create goodwill, showing the effects in America and in the countries aided. 
The film is helpful in understanding international aspects of the policies of 
the U. S. Government in recent years. 


STORY OF AN IMMIGRANT 
30 min bl & wh; Apply for lease TFC, 1944 


SUMMARY: 

This picture is adapted from MGM’s AN AMERICAN ROMANCE, Stephen 
Dangos, an immigrant from Russia, arrives in this country without any 
money. He walks to Minnesota and gets a job in the mines. He meets a 
school teacher, marries her and raises an ambitious and energetic family. 
In 1918, when his son is graduating from high school and joining the 
American army, he decides to apply for citizenship papers. The film closes 
with his taking the pledge of allegiance in the citizenship ceremony. 


COMMENT: 

JHS,SHS,Col,AdEd. The purpose of the film is to develop an appreciation 
of the sacrifice and hardship of pioneers and immigrants whose efforts 
have made a better America for us. While the Horatio Alger touch must 
be discounted, the film may enable a leader to raise the question of the 
immigration policy to be followed today, together with the benefits we have 
gained in the past from immigration. There is a parallel interest in the film 
related to the development of the mining industry in Minnesota. Guidance 
will be neecssary to subordinate this to the human relations aspects of the film. 


SWEDES IN AMERICA 
16 min bl & wh; $24.26 UWF, 1945 


SUMMARY: 
The film, produced by the Office of War Information, Overseas Branch, is 
opened by Ingrid Bergman, who relates the story as her own search for 


83 


information about Swedish people in this country. We see Sweden House 
in New York City, where we are introduced to the beautiful imports from 
Sweden. Contributions of the Swedes to our American culture are empha- 
sized through a visit to the American-Swedish Museum. The film concludes 
with a tour of the heavily-populated Swedish areas in Minnesota. 


COMMENT: 

SHS,Col,AdEd. The film provides an excellent opportunity to provide an 
overview of the significance of one of the national strains in American life. 
The film is entertaining, and its best use lies in its presentation of back- 
ground material. 


SYDENHAM PLAN 
10 min bl & wh; $25 Film Publishers, 1948 


SUMMARY: 

The film depicts the story of an interracial hospital located in Harlem, New 
York City, where the only qualification for the doctor is professional skill, 
and where the only qualification for the patient is the need for hospital care. 


COMMENT: 

SHS,ColAdEd. The account of this hospital’s activities, filmed amid the 
problems of teeming Harlem, brings to the audience an interesting story of 
a truly interracial hospital. 


SING A SONG OF FRIENDSHIP 
Two 11 minute films color; $86 per reel ADL, 1949 


SUMMARY: 

Each reel consists of three songs, designed to foster goodwill and under- 
standing, and as the songs are sung by the Ken Darby Chorus, animations 
illustrate each theme. The audience is invited to participate in the singing 
as the words appear on the screen. 


COMMENT: 

Elem,JHS,SHS,AdEd. The film is designed to stimulate brotherhood and 
friendship by means of group singing of specially written goodwill songs. 
A device to use in group work is here employed to good advantage. The 
songs have pleasant melodies and interesting lyrics. A manual for teachers 
containing the words for all the songs is available. 


TALE OF TWO TOWNS 

45 min bl & wh; $66.48 color; $226.25 Agra Films, 1951 
SUMMARY: 

The protagonist is a newspaper man returning to his small home town from 
the big city. He finds the town is not progressing; the people are dispirited 
and working at cross-purposes. The school superintendent is harassed, short 
of supplies and attempting to do a good job under difficult circumstances. 


84 


In an effort to improve the situation in the schools, the newspaper man 
persuades a citizen, who has a negative feeling about the schools, but who 
wants to improve the community, to visit a nearby community which repre- 
sents a better situation. There the two men discover some interesting facts 
about the relationship of the schools and the public. They find that they 
have a long road, but not an impossible one, to follow in altering the program 
in their own town. 


COMMENT: 

Col,AdEd. While the film is especially pointed to the concerns of school- 
community problems, it has overtones which make it applicable to the study 
of human relations. The film gives a fine approach to problems involving 
group action—getting people interested in their town and pursuing a positive 
course of action. 


TEAMWORK: PAST AND PRESENT 
12 min bl & wh; $30 color; $75 NFB, 1950 


SUMMARY: 

This is a cartoon film, made by the Canadian Department of Labour, depict- 
ing the historical development of the spirit of cooperation and how the 
Labor-Management Production Committees are the natural outgrowth of this 
spirit. The idea of cooperation is traced to its very beginnings, with a scene 
showing cooperation among primitive peoples. Traced further, the spirit is 
shown in Greek and Roman history, the Middle Ages and at the time of the 
industrial revolution. | 


COMMENT: 

SHS,Col,AdEd. While this film is basically in the field of labor and manage- 
ment areas of economics, it has elements of interest to those in the area of 
human relations, particularly because of its background material on the 
efforts of man to cooperate for the general good. 


TO LIVE TOGETHER 
30 min bl & wh; $85 ADL, 1950 


SUMMARY: 

The film, produced by the Anti-Defamation League in cooperation with 
Parkway Community House of Chicago and the Chicago Commons Associa- 
tion, presents the story of a summer camp in which children of different 
racial backgrounds participate. The prejudices of the children, when 
present, are pictured as the results of their parents’ attitudes. Film deals 
with constructive lessons arising from the harmonious living of the camp 
and depicts the natural instincts for friendliness between Negro and white 


children. 
COMMENT: 


Col,AdEd. The film explores problems of races and nationalities in America. 
It is definitely aimed for the more mature audience. Criticism of the film 


85 


is directed at technical faults rather than subject matter. Some previewers 
felt too much time was consumed in showing material which could be pre- 
sented more compactly. 


TOMORROW'S A WONDERFUL DAY 
50 min bl & wh; Apply for rental Hadassah, 1948 


SUMMARY: 

We follow the experiences of a fifteen year old Jewish boy, former concen- 
tration camp inmate, from the date of his arrival in a children’s village in 
Israel until he joins in the life of the community. The boy has a tremendous 
inner fight to overcome suspicion, fear and loneliness. The film also reveals 
some Jewish customs and festivals. 


COMMENT: 

SHS,Col,AdEd. The major value of the film in the human relations area 
lies in its expert handling of a hostile, adolescent boy, although there are 
overtones dealing with the understanding of life and customs in modern 
Israel and the horrible effects of intolerance on the young mind and body. 
The film has the merits of such a film as THE QUIET ONE, and though not 


exactly a teacher-training instrument, it depicts expert handling of children. 


THE TOYMAKER 
15 min bl & wh; $80 color; $135 Athena, 1952 


SUMMARY: 

This is a puppet film. In the beginning, the maker of the puppets, the toy- 
maker, describes the process of constructing and operating them. He leaves 
the two puppets on the stage—one is striped, the other is spotted. They 
love each other; they are alike in their own eyes. Through mischance, they 
suddenly discover that they are different because of the dots and the stripes, 
and friction and hate now develop. They build a wall from their blocks, 
they put on their fighting clothes and engage in a pitched battle. Then, the 
toymaker returns to the scene. He shows the puppets that they are not alone, 
for it is his hand that makes all of their movements possible, and since it is 
his right hand that controls one, and his left the other, they hurt only them- 
selves when harm is inflicted. 


COMMENT: 

Elem,JHS,SHS,Col,AdEd. This is a film that has wide usefulness and appli- 
cation in intergroup relationships because the difference between the puppets 
are not those associated with any particular group. The film is best used 
to illustrate a principle, since it pursues its goal with simple directness. In 
fact, its oversimplification of the problem leaves a responsibility for the 
group leader to pursue. It is unlikely that young children will grasp the 
message since their interest will be centered on the antics of the puppets, but 
with repeated use, they will absorb the truth of the film’s presentation. Some 
previewers objected to the identification of the toymaker with the deity. 


86 


UNION AND COMMUNITY 

22 min bl & wh; $24.26 UWF, 1950 
SUMMARY: 

The film, produced originally for the U. S. Government in its Overseas 
Information Services, is the story of a union at work in an industrial com- 
munity (Chester, Pennsylvania). Opening scenes reveal the physical setting 
of the city—its industries, housing, playgrounds, churches and other facilities. 
The theme is developed in a locomotive plant, with a lathe operater as the 
central character. Through the union school, maintained to assist its mem- 
bers, the operator learns about the agencies that serve the community. These 
include the community house, the nursery school and other welfare facilities. 
As the story develops, the lathe operator is able to put the agencies to use 
in the rehabilitation of a fellow worker. The union program in the town 
also results in the organization of a city-wide safety project in which many 
segments of the city are united in providing help. 

COMMENT: 

SHS,Col,AdEd. Classes studying community problems and the role of labor 
will find this film useful. It affects the study of the American scene and has 
many points of interest for those interested in human relations. The film 
emphasizes the educational and civic functions of unions. It also points out 
opportunities for engaging in the democratic group process. 


VALLEY OF THE TENNESSEE 

30 min bl & wh UWF, 1944 
SUMMARY: 

A documentary film produced for the U. S. Government’s OWI Overseas 
Branch. This is the story of an experiment that was at first reluctantly 
accepted by the people whom it was first to benefit. The way in which they 
finally come to see the role of the TVA in affecting their status is filmed in 
a convincing manner. The film is full of contrasts between a highly mechan- 
ized society and a neglected and retarded segment of American life. It 
concentrates on changes in agricultural methods made feasible by control 
of turbulent flood waters and the changes inevitably reflected in the people. 
COMMENT: 

SHS,Col,AdEd. The film is useful in provoking discussion and developing 
interest in, and one method of meeting, a problem. It is also useful as an 
attitude-type motion picture, particularly socio-economic attitudes. The film 
shows practical applications of democracy to a problem situation. Particu- 
larly valuable are the studies of the changes brought about in the people 
by technological advances. 


V FOR VOLUNTEERS 
20 min bl & wh; Apply for purchase and rental Association, 1951 


SUMMARY: 
This film, produced by the National Film Board of Canada for the Associa- 
tion of Junior Leagues of America, is the story of a volunteer, Janet Miller, 


87 


who learns of the satisfaction which can be gained by participating in com- 
munity service. She becomes interested in volunteer work through a friend 
who encourages her to visit a free polio clinic. She then visits a volunteer 
service center and learns of the values of good training and good placement 
for effective volunteer work. The importance of such volunteer work is 
brought into sharp focus when Mrs. Miller and her husband take action to 
re-open a youth center in their community. 


COMMENT: 

AdEd. The film leads directly into a discussion of the broad problem of 
mobilizing community resources and while it is designed primarily to enlist 
volunteers for a variety of community services, it holds the interest of its 
audience in the consideration of the effectiveness of group action. 


WASTAGE OF HUMAN RESOURCES 
10 min bl & wh; $50 EBF, 1947 


SUMMARY: 

This is how human resources are wasted by the failure of society to pro- 
vide healthful, safe and effective living conditions and how there are great 
losses occasioned by disease, accidents, delinquency, unemployment, and old 
age. The factors of alcoholism, drug addiction, mental disease, crime and 
the wastage of war are considered. Produced with the collaboration of 
Lawrence K. Frank, Director, Caroline Zachry Institute of Human Develop- 
ment. 


COMMENT: 

JHS,SHS,Col,AdEd. The film highlights those factors in our civilization 
which reflect both causes and effects of poor human relationships. Since so 
many facets are considered in the brief presentation, the film can best be 
used to introduce or summarize group findings. 


WE HOLD THESE TRUTHS 
29 min bl & wh; Apply for rental RFA, 1952 


SUMMARY: 

A young Negro soldier on leave in Washington, D. C., sees the discrimination 
practiced in the nation’s capital. In New York City he meets an Indian 
who has come from a reservation where he has faced even greater discrimina- 
tion. In Harlem he sees filth and despair of the slums. With all of these 
problems in his mind, he meets a minister who is working in the “home- 
mission”’ field and learns how the church is working to combat the effects 
of intolerance and prejudice. 


COMMENT: 

SHS,Col,AdEd. The film, produced for the National Council of Churches 
of Christ, U. S. A., restricts its approach to activity among the very low 
economic levels. The picture is appraised as one concentrating on the obvious 
factors in the situation. The proposed solutions to the problems are vague. 


88 


WE, THE PEOPLES 
10 min bl & wh; $45 YA, 1945 


SUMMARY: 

Film discusses the aims of the United Nations Charter and the organization 
formed to implement them. Organizational charts illustrate the points made 
in the narration. Film endeavors to show how the striving of the peoples of 
the world to avoid wars has culminated in this activity. 


COMMENT: 

JHS,SHS,Col,AdEd. One of the strengths of the film is the emphasis which 
it places on the responsibility of each individual to help the United Nations 
meet its goals. The film can be employed, especially with the help of a 
good leader, to present the role of the UN in achieving a peaceful world. 
Some changes in the organization of the UN have developed since the release 
of the film, but it is still very useful for stimulating discussion by reason of 
its brevity and its factually-packed sequences. 


WHO ARE THE PEOPLE OF AMERICA? 
10 min bl & wh; $50 color; $100 Coronet, 1953 


SUMMARY: 

A story about the people of America and where they came from is pictured 
in the film. It describes how Americans have united to fight together to 
preserve their freedoms. It visualizes the growth of the land and of the 
cities. The film goes on to state that together Americans are still building 
to create a finer land. The people of America are said to be the people of 
the world. 


COMMENT: 

JHS,SHS,Col,AdEd. The film was described by the previewers as a “dignified 
and restrained treatment of the melting pot theme.” The picture reminds us 
that we are all immigrants, or descendant of immigrants, coming from many 
lands and for many different reasons. The film is “flag-waving” in a mean- 
ingful manner, using what may be called a documentary approach. Helpful 
material for every American to see. 


WHOEVER YOU ARE 
20 min bl & wh; $65 IFB, 1946 


SUMMARY: 

Reviewing examples of violence, both abroad and in the United States, the 
film shows how people in a neighborhood in New York City deal with 
problems arising out of differences in racial and religious backgrounds. A 
group of parents from the neighborhood, with widely different backgrounds, 
arouse the interest of individuals, churches, civic groups and business men 
to provide a recreational program which encourages racial and religious 
tolerance by putting it into practice. Film emphasizes that children are not 
naturally intolerant; they bespeak their parents’ minds. 


89 


COMMENT: 

SHS,Col,AdEd. With a slow and careful approach, this film presents an 
example of how a neighborhood overcomes intolerance and juvenile delin- 
quency. Some gruesome scenes are employed to show the results of intoler- 
ance. Planned recreation is given as a solution to the problem. The film 
is interestingly and humanly executed. It gives the feeling that what has 
been done in one community can be done elsewhere. 


WHO WILL TEACH YOUR CHILD? 
24 min bl & wh; $85 McGraw, 1949 


SUMMARY: 

The film raises three important questions: How can we attract people of 
superior ability to teaching? How should these people be trained? Once 
trained, how can they be persuaded to stay in the profession and ignore 
more lucrative positions? The importance of these questions are dramatized 
through the eyes of a child. The child’s natural curiosity about the world, 
present before school age, receives its full answers in the hundreds of weeks 
during which a child will remain in school. Illustrations of the kind of 
teaching the child may encounter in this period are given with both good 
and bad examples included. 


COMMENT: 
Col,AdEd. This is an important film to use in understanding the problems | 
of our public schools. The film relates these problems to other aspects of 
contemporary life. The first part of the film, with its emphasis on the inquir- 
ing spirit of the child, is especially well-done. The film is valuable in arousing 
discussion on this important and pressing need. 


WHO'S DELINQUENT? 
16 min bl & wh; $80 McGraw, 1949 


SUMMARY: 

There takes place in an average American community an incident in which 
two boys steal an automobile and nearly kill a local policeman. The town 
is aroused, and the editor of the local newspaper sets out to find what is 
causing delinquency. A reporter makes a careful investigation in which he 
reports such factors as inadequate staffs of probation officers, judges with 
crowded schedules, schools with too many pupils for the teacher to be effec- 
tive in guidance, too few playgrounds, and taverns that welcome young 
people. Since the whole town bears the burden of delinquency, the citizens 
meet to seek solutions to the problems. 


COMMENT: 

SHS,Col,AdEd. The film shows an important aspect of community and 
group relationships. The film may be used to introduce the various factors 
that cause delinquency and to arouse discussion on ways of meeting the 
challenge. The film sets the stage for a consideration of the need for com- 
bating delinquency, but it offers little in the way of tangible action. 


90 


WORKING TOGETHER 
23 min bl & wh; Apply for sale and rental EBF, 1952 


SUMMARY: 

The film depicts the actual history of labor relations at the American Lead 
Pencil Company of Hoboken, New Jersey, from 1937 (when unionization 
was first introduced in an atmosphere of bitterness and hostility on both 
sides) to the present day give-and-take relations found profitable by both 
union and management. The picture has been sponsored by the Twentieth 
Century Fund, based on its report, PARTNERS IN PRODUCTION, a sum- 
mary of findings in Labor-Management activities, and both labor and manage- 
ment have cooperated in the production. The majority of the parts are 
played by the actual persons concerned. 


COMMENT: 

SHS,Col,AdEd. The important aspect of this film from the point of view 
of human relations is the portrayal of cooperation between labor and man- 
agement. The presence of the real persons as actors lends authenticity to 


the film. 


WHAT IS CONSCIENCE? 

10 min bl & wh; $50 color; $100 Coronet, 1952 
SUMMARY: 

One definition of “conscience” is “accumulative experience of approval or 
disapproval.” Examples brought to the attention of the audience explore 
this meaning. In one instance a girl who has purchased an expensive sweater 
debates as to whether she will or will not tell her mother. Another definition 
of conscience centers about instinctively knowing right from wrong; a boy- 
girl incident on a date illustrates this phase. The third concept regarding 
conscience presents the idea of conscience as a “spark of divine under- 
standing.” Here a man’s experience in a business transaction is visualized 
as a method of making this abstract phrase a concrete one. Final sequences 
deal with various reactions by members of a class to cheating during the 
absence of the teacher from the room. 


COMMENT: 

SHS. The film ends abruptly with the apparent intention of leading into 
further discussion on the part of the class. The film has been judged as 
simple direct and convincing. Special strength seems to lie in the choice 
of examples used as previewers feel they add definitely to an understanding 
of a difficult concept. The film has many applications for personal and group 
guidance. 


WORLD FRIENDSHIP 
19 min color; $120 Girl Scouts, 1949 


SUMMARY: 
A world conference of girl scouts and girl guides is seen through the eyes 
of three girls from Brazil, Canada and the United States. Twenty-six nations 


9] 


participate in the conference. Despite barriers of custom, language and 
background, the girls become fast friends through their work at the conference. 


COMMENT: 

JHS,SHS,AdEd. The film, produced by Julien Bryan of the International 
Film Foundation, is beautifully photographed and contributes to a better 
understanding of cultures other than our own, although its primary appeal 
is to girl scouts and potential members of that organization. 


WORLD WE WANT TO LIVE IN 
11 min bl & wh; free loan NCCJ, 1941 


SUMMARY: i 
The film presents evidences of intolerance to be found in the United States. 
Every American is called on to help eradicate these conditions. If we want 
to have a world free of hatred, it is necessary to educate children to look 
on all people as equal, to make their friends on the basis of merit of the 
individual and not on color, race or creed. Included are evidences of the 
work of the Williamstown Institute of Human Relations in achieving better 
understanding and tolerance. Notables like Al Smith, Wendell Willkie, 
Charles Evans Hughes and Eddie Cantor plead for improving human rela- 
tionships. 


COMMENT: 

JHS,SHS,Col,AdEd. The film includes flashbacks to Fascist countries in 
developing its theme. In general, while the film has an important message, 
its use is limited by reason of its publication date. Many of the leading 
figures who are utilized to emphasize key points in the film will have little 
meaning for today’s children and young people. 


YOU AND YOUR ATTITUDES 
10 min bl & wh; $45 Association, 1950 


SUMMARY: 

The Barrett family, consisting of mother, father and two teen-age children, 
sit down to the dinner table to discuss social attitudes, money and allow- 
ances, foreign groups, new people in the neighborhood and prejudices which 
create unintelligent attitudes. How we get our attitudes, what they represent 
and what to do about them are considered. 


COMMENT: | 
JHS,SHS,AdEd. Besides stressing the recognition of attitudes, the film 
assists in the development of good family and group relationships. The 
film really makes no pretense in giving advice concerning social attitudes, 
but it sets the stage for class discussion on what they might be. 


YOU AND YOUR FAMILY 

8 min bl & wh; $37.50 Association, 1946 
SUMMARY: 

Typical family problems are presented in short sequences. Questions in- 
cluded are centered about these situations: Mary’s family refuses to let her 
go out on a date; what should she do? What happens when family members 


92 


shirk their household chores? How can Bill and his father agree on what 
time Bill should get home at night? 

COMMENT: 

JHS,SHS,AdEd. The film is designed to help the audience discuss how 
young people and their parents feel and act towards each other. The prob- 
lems presented are typical. The action is dramatically portrayed and the 
discussion-approach is carefully developed. 


YOU AND YOUR FRIENDS 

7 min bl & wh; $37.50 Association, 1946 
SUMMARY: 

The film is introduced with a party for teen-agers. The audience is asked 
to listen to the dialogue and to watch the action on the screen carefully in 
order to appraise the different types of behavior. In succeeding scenes, 
friendly cooperation is contrasted with self-centered bad manners. Ethel 
breaks her promise to keep a secret. Betty tells a lie to get out of keeping 
a date. Frank criticizes Ed behind his back. Narration emphasizes qualities 
of dependability, courtesy and loyalty. 


COMMENT: 

JHS,SHS,AdEd. The film is primarily designed to encourage discussion. 
The sequences are short and are merely designed to set the stage for con- 
sideration of the situation presented and similar ones in the experiences of 
the audience. The film is useful in the analysis of problems of personal and 
social adjustment. 


YOU AND YOUR PARENTS 
15 min bl & wh; $62.50 color; $125 Coronet, 1949 


SUMMARY: 

The issue of parental authority is presented in this film wherein a teen-age 
boy, Dick, who is resentful of parental authority, has decided to run away 
from home. He is persuaded by the leader of his club to spend the night 
at his home. There he learns from Mr. Martin about the “growing away” 
process. This idea is represented to Dick as a normal one, but he also learns 
that new freedoms to be experienced bring with them new responsibilities. 
COMMENT: 

SHS,Col,AdEd. In this film attention is directed to the parent who must 
take time to analyze the new problems that “growing up” bring to the family. 
As a portrayal of a typical problem of adolescence, the film can be used 
both to arouse discussion and develop attitudes of parents and their growing 


children. 


YOU CAN’T RUN AWAY 


(excerpt from INTRUDER IN THE DUST) 
32 min bl & wh; Apply for lease TFC, 1949 


SUMMARY: 
When Lucas Beauchamp, a Negro, is arrested for the murder of a white 
man, even his lawyer assumes him to be guilty. The people of the town 


93 


condone plans of the victim’s relatives to spirit Lucas from jail and to 
lynch him. The lawyer has a nephew who interests himself in the case and 
hears the story of the incident from Lucas himself. This causes him to 
believe in the accused’s innocence, and he influences his uncle. Through 
the efforts of the lawyer, his nephew and the sheriff, the real murderer who 
is the victim’s brother is discovered. The mob then disintegrates while the 
lawyer tells his nephew of the need for more responsible citizens. 


COMMENT: 

SHS,Col,AdEd. The film purposes to show the stupidity of acting blindly 
and on impulse, using unchallenged assumptions contrary to the due process 
of law. The film can be used to create attitudes and to challenge assump- 
tion. It points the way to improvements in behavior through resolution to 
follow the truly American way. The film is more than a picture about a 
tragedy; it shows that one “can’t run away” from the fact that a grave error 
may have cost the life of an innocent man. 


YOUR FAMILY 
10 min bl & wh; $50 color; $100 Coronet, 1948 


SUMMARY: 

The film opens with pictures of the members of the Brent family in a 
photograph album. Tony requests that the motion picture recently taken by 
father be shown after dinner. Mother explains that this can be done only 
if all cooperate in getting dinner ready on time. Tony puts away his clothes, 
cares for Fluffy, his dog, shells peas, and his sister, Nancy, sets the table. 
They all contribute to the conversation during the meal and after dinner 
Nancy and mother wash the dishes while father and Tony prepare the film 
for projection. Film concludes with the family viewing the picture which 
depicts them working together and playing together. 


COMMENT: 

Elem,AdEd. An excellent film to portray good family relations for younger 
children. The film presents very simply the value and satisfaction of coop- 
eration and shows the home as the basic institution in which to build proper 
social attitudes. 


YOUR NEIGHBOR CELEBRATES : 
27 min bl & wh; $75 color; $150 RFA, 1950 
SUMMARY: 


A group of young people learns about Jewish worship services through an 
informal presentation of five festivals: Rosh Hashona, Yom Kippur, Succoth, 
Passover and Shevuoth. 


COMMENT: 

JHS,SHS,Col,AdEd. The film, sponsored by the Anti-Defamation League, 
of B’nai B'rith, effectively portrays the significance of Jewish holidays and, 
through their depiction, contributes to understanding in the interfaith area. 


94 


DIRECTORY OF SOURCES 


The main source for each film included in this guide is either the 
producer or the national headquarters of the distributor, when this 
information differs from the address of the producer. Rental or 
free loan sources vary from region to region so that it is extremely 
difficult to list each local film library from which prints of these 
films may be secured. Unless outright purchase of a film is con- 
templated, the user should familiarize himself with local, state or 
regional film distribution centers and their holdings. If a desired 
title does not appear in the catalogs of these libraries of films, 
a letter to the producer or main distribution source will usually 
be sufficient to secure the name of the institution from which the 
film may be borrowed in the local area. 


ADL: Anti-Defamation League of the B’nai B’rith, 212 Fifth Avenue, New York 
City 10, New York 

AGRA FILMS: Agra Films, P.O. Box 967, Athens, Georgia 

ASSOCIATION: Association Films, Inc., 347 Madison Avenue, New York City 
17, New York 

ATHENA: Athena Films, Inc., 165 West 46th Street, New York City 19, 
New York 

BIS: British Information Services, 30 Rockefeller Plaza, New York City 20, 
New York 

BRANDON: Brandon Films, Inc., 200 West 57th Street, New York City 19, 
New York 

BUSINESS EDUCATION: Business Education Films, 104 West 61st Street, 
New York City 23, New York 

CHRISTOPHERS: The Christophers, 18 East 48th Street, New York City 17, 
New York 

CIO: Congress of Industrial Organizations, Film Division, 718 Jackson Place, 
N.W., Washington 6, D.C. 

COLUMBIA: Bureau of Publications, Teachers College, Columbia University, 
New York City 27, New York 

CORONET: Coronet Films, Coronet Building, Chicago 1, Illinois 

mea Encyclopaedia Britannica Films, Inc., 1150 Wilmette Avenue, Wilmette, 

inois 

FAMILY FILMS: Family Films, Inc., 1548 Crossroads of the World, Holly- 
wood 28, California 

FILM PUBLISHERS: Film Publishers, 25 Broad Street, New York City 4, 
New York 

FON: Films of the Nations, Inc., 62 West 45th Street, New York City 19, 
New York 

FRITH: Frith Films, 1816 N. Highland, Hollywood 28, California 

GEN PICTURES: General Pictures Productions, Inc., 621 Sixth Avenue, Des 
Moines 9, lowa 

GIRL SCOUTS: Girl Scouts of the U.S.A., Visual Aids Service, 155 East 45th 
Street, New York City 17, New York 

HADASSAH: Hadassah Film Library, 13 East 37th Street, New York City 16, 
New York 

HEALTH PUBLICATIONS: Health Publications Institute, Inc., 216 North 
Dawson Street, Raleigh, North Carolina 

IFB: International Film Bureau, Suite 1500, 6 North Michigan Avenue, Chi- 
cago 2, Illinois 


95 


LIBRARY: Library Films, Inc., 25 West 45th Street, New York City 19 
New York 


McGRAW: McGraw-Hill Book Company, Text-Film Department, 330 West 42nd 
Street, New York City 18, New York 


MMA: Museum of Modern Art Film Library, 11 West 53rd Street, New York 
City 19, New York 


NCCJ: National Conference of Christians and Jews, Inc., 381 Fourth Avenue, 
New York City 16, New York 


NEA: National Education Association, Department of Adult Education Service, 
1201 Sixteenth Street, N.W., Washington 6, D.C. 


NFB: National Film Board of Caneae 1270 Avenue of the Americas, New York 
City 20, New York 


NY STATE COMMISSION: New York State Commission Against Discrimina- 
tion, 270 Broadway, New York City 7, New York 


NEW YORK STATE DEPARTMENT OF COMMERCE: New York State De- 
partment of Commerce, Film Library, 112 State Street, Albany 7, New York 


NYU: New York University Film Library, 26 Washington Place, New York City 
3, New York 


RFA: Religious Film Association, 45 Astor Place, New York City 3, New York 


STERLING: Sterling Films, Inc., 316 West 57th Street, New York City 19, New 
York 


TEXAS: Texas Good Neighbor Commission, Capitol Building, Austin, Texas 


TFC: Teaching Film Custodians, Inc., 25 West 43rd Street, New York City 
18, New York 


UN FILM DIVISION: United Nations Film Division, United Nations, New 
York City, New York 


UWF: United World Films, Inc., 1445 Park Avenue, New York City 29, New 
York 


YA: Young America Films, Inc., 18 East 41st Street, New York City 17, New 
York 


96 


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Conference Proceedings 1953 
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The School Administrator and His Audio-Visual Program— 
1954 Yearbook 


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