American Association for Public Opinion Research

Mickey as Professor Author(s): Walt Disney Reviewed work(s): Source: The Public Opinion Quarterly, Vol. 9, No. 2 (Summer, 1945), pp. 119-125 Published by: Oxford University Press on behalf of the American Association for Public Opinion Research Stable URL: http://www.jstor.org/stable/2745215 . Accessed: 17/07/2012 18:23
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MICKEY AS PROFESSOR
BY WALT DISNEY
other Americanhomes, the home of LIKE Mickey Mouse and Donald Duck went to wvar.From the Disney Studios poured training films forthe ArmedForcesand animated cartoonsproddingand instructing the home front.Out of these strikingly successful effortshas come a new impetus for the use of animated cartoonsas an educationaldevice in peacetime. In this articleWalt Disney enthusiastically But possibilities. Mickey'sprofessorial supports the obstaclesin the way of he also describes will serve filmand his analysis the educational guide to all those concerned as a suggestive the filmto workas a teacher. withputting

thepastfour years hasforced all ofus to scrutinize andputon trial thethings we do,thewaywe do them, andthereason we havebeen we do them. Under theurgency ofournational crisis, compelled to reject anymovethathad no purpose, anymethod that couldnotguarantee wascumbersome or slow, anymeans that results. and swift, The watchword was to retain whatever and was efficient tocastoff whatever wasnoteffective. The physical medisciences-chemistry, aviation, electronics, radio, needs cine-havetaken enormous steps forward to meet theurgent of war.The harsh andputtofull light ofnecessity hasforced us toadopt usemany techniques that, until thewar, hadbeenconsidered visionary or impractical. In thelight of specific ends, scientists whoknewfacts and theories had to learnapplication; thepublic had to learnacceptanceand use; industry had to learnthetechniques to and processes meet thedemands ofneed, volume and quality. The motion picture tooka leading partin all phases of wartime education-propaganda and information as well as training. It explainedand supported ideas,it showed withimpartial fidelity the course of events, it madehidden phenomena visible, and it demonstrated thewayto control them. So successful was themotion picture in thistaskof education forwar thatcloseattention was oncemore as a meansforenlightenment givento its capacity and teaching in theworkof peace.Educators, scientists, statesmen and prelates have led a chorus ofenthusiastic interest in theuse of motion pictures for formal instruction. It has been recalled thatfilms wereconsidered educational instruments longbefore thedevelopment oftheentertainment industry.
aII?HEPRESSURE
OF

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ANIMATION POTENTIALITIES

pointfrom The DisneyStudios have long enjoyed a vantage which pictures toobserve ofopinion that center on motion thecurrents ourfacilias educational that aids.Thiswas due to thecircumstance exclusively dedicated to filmtraining ties, at one time, werealmost thecharacter programs for theArmy, NavyandAirForce. Moreover, as wellas theinfluence ofthepersonalities ofourmedium andoutput, led us toward attitudes that arefundamenwhocarried outthis work, expressed in themanner of entertainment. tally educational although forthistask Moreor lessunconsciously, we had beenpreparing and sharpened our fora longtime.Firstof all, we had improved to thepoint where it knewpractically medium, refined ourtechnique The animated cartoon could with no limitations of picturization. therhythm of a continent, of thebirth equal easeand clarity depict ofan atom or theanatomy ofa microbe. a stellar thestructure system, or evento themost Whatis hidden totheeyeor tothecamera, peneThus theanimated board. trating ray, couldnotescapethedrawing and showthemovement of winds theatmosphere canpierce cartoon moment demonstrate on the the and thenext screen overa continent current. flow of an electric of theanimated cartoon in thepictorial is The versatility sense, Whatis notso apparent is that itsvery nature demands obvious. fairly values." ofwhat The argument a delicate arecalled"story adjustment mustbe condensed and continuity so arcontrast and synthesized, defined that arenever lost, character sharply ranged clarity andinterest to educators, balanced so wellknown andnarration at that point, kept to each where and completeness meetwithout injury intelligibility other. and thetechthevirtues cartoon To mention of the animated theequally on itshandlers, doesnotat all exclude niqueit imposes valuesit in turn and the story greatvirtues of direct photography of whichhaveso admirably beenmianaged in thepictures imposes, other of thisfacthas led us at the Disney producers. Recognition withdirect Studios of combining animation to develop thetechnique With specialreference films, thereis to educational photography. emdevices shouldbe fully every reason whyanyand all technical their use beingdetermined by the subject undertreatment. ployed,

MICKEY AS PROFESSOR
WAR EXPERIENCE

I2I

has learned muchfromthe our personnel In thisconnection, on Affairs of Inter-American fortheCoordinator films we produced we have of educational projects a number health subjects, and from to thevariety hasbeenno limit industry. There undertaken for private to nutrition to medicine, from mechanics of content, forit ranged to infant feeding. to geology, anatomy inflation, language and put in werecompleted As ourfilms forthearmed services of great thatthey had proved of opinion use,it was theconsensus in creditwere unanimous instructors andtrainees value. Reports from and compelretention with increasing speeding up learning, ingthem These training and encouraging. This was gratifying ling interest.
We could not have been everyone an experiment. films, however, or to have discovered conclusions, pretendto have reacheddefinite force while flattering, The successof thesefilms, unfailing formulas. should be done as we our attention more towardwhat can be and involved. and acquirecontrol ofthenumerous problems gainexperience
THE THREE-FOLD PROBLEM

The problem resolves itself into threemain parts:what concerns and thecraft theartof theeducator, whatconcerns ofthefilmmaker, last butnot least,what concerns and promotion. finance It is obviousthatthe motion producer can onlyvouchfor picture his technical to a commandof subject competence but cannotpretend matter or pedagogicalmethod.It is just as obvious that the subject a a teacher, nor thatthe teachernecessarily expertis not necessarily the proand thatneither one nor the otherpossesses subjectexpert, Hence pictures. fessional knowledge or skillneededto producemotion our need each otherif the result is to meetthe requirements all three These are believesall educationalfilmsshould fulfill. organization all organized interest and motivation comprehensiveness, authenticity, educative method. withina well-designed to findthepractical it is necessary Once thisaim is accomplished, the resultcan be made availableforregularand ecomeanswhereby and student. nomicaluse by the teacher filmmustbe true, it mustgive a In otherwords,the educational or aspectof a subject, it musthold the roundedview of the subject, and finally it mustimpel the student to apply of the student interest

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his new knowledge. Educational method wouldgiveproper proportionto these elements. It onlyremains to assure thedistribution and useofthefilms, which is an economic and socialmatter. Whilethese conclusions aresubmitted as onlytentative, we have beenled to formulate them bystudy bothof ourown films and exand of the manyexcellent periments conducted reports of research workers. by other
EDUCATIONAL PRIORITY

Implied bythese generalizations is a multitude ofsecondary issues, questions andcontroversies. Oneofthethings most often asked ofthe educators who visitthe DisneyStudios is: whatpictures are most whatpictures needed, should first be produced? So farwe havenot received an answer that couldbe regarded as predominant, notto say conclusive. Therearethose whobelieve that thefirst objective is education in the senseof training in character, as a guidein moraland ethical living. Then there are those who emphasize training in knowledges and skills, in mathematics, biology, chemistry, the artsand crafts. Thereareenthusiastic proponents of beginning withhistory or geography. The choice of subject areanaturally is nearly always dictated or interest We bytheparticular of theparticular educator. specialty find alsomuch divergence ofopinion in technical matters, suchas the of music, admissibility color, and idiomatic comedy speechto edufilms. cational
SUPPLEMENT NOT SUBSTITUTE

teaching filmsas merely interesting toysor distracting novelties, and, in rare but significant to displacebooks,lectures, cases,as attempts and perhaps theteacher himself. eventheeduFortunately, laboratories, catorwho is mostorthodox in his attitude stillpreserves enoughintellectualcuriosity and open-mindedness to admit,afterdemonstration and discussion, the potentialities of the teaching film. Educational offer pictures merely a new toolfortheeducator's kit. Therecan be no presumption film can replacethe textbook, thata the or eventhelecture. As education laboratory acquiresnew instruments, each mustbe assigned the function thatis bestsuitedto its capacities.

Moreseriously is theoccasional evidence of academic challenging traditionalism, and sometimes of professional thatregards prejudice,

MICKEY AS PROFESSOR

I23

And as theequipment grows in variety andpower, it is clear that the operator must also increase hisversatility, alertness and skill.That is whywe areinclined toreject theterm "visual education" as misleading.Instead weliketothink ofonedynamic that process is "education" andtoconsider all thedevices and methods connected withit as technicalaidstoitsprogress. It follows that since education is theoneand onlyend,anyfacility usedto accomplish it is justified to theextent thatit proves effective. ofcourse, Pictures, can be madeon anysubject. In fact, theeducational filmcan be the closest approximation to actualexperience andpractice. Butitwouldbe idletoexpect that films alonecando the wholejob. No one everlearned to playa piano, an engine repair or conduct himself as a responsible member of society merely through passive observation. The student musthimself moveand work, he must apply, fit he must himself to meet thesituations he confronts as a citizen andsolve them through hisowningenuity andself-command. The workofan educational film hence is largely stimulative and informative, which indeed is alsotheprincipal function of thetextbook and lecture. In this it has beennoted connection, on thebasisofmany observations we havemadeon groups ofboth children and adults, that the film a much commands higher of attention degree and retention. Its physical nature, however, prevents theeaseofreference that is inherent in thetextbook. Hencetheneedfora combination of film and book is clearly indicated. in thelaboratory, thefilm Similarly, can prepare thestudent muchmore and vividly quickly thananymanual. It can clarify techniques andreactions butitcannot substitute practice. Again, in thestudy of thesciences, theneedforbothfilm and experiment is clearly indicated.
ACCEPTANCE OF A NEW TOOL

So far, these notes havedealtonlywiththeeducational picture and someof theelements thatshould be incorporated in it,as if all thatwerenecessary wereto unitetheteacher and theproducer and turn outa truly educational film. Butproduction is only thebeginning. Once an educational film is madethatmeets all pedagogic requirethetask ments, remains tomakeitas available toeducation as thetextbookis now.Thisappears to be byfarthemost difficult problem.

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I945

Education in America is almost entirely regulated bylocalgovernment andsupported bytaxmoneys. School administrators must justify to their boards, which areelected bypopular vote, notonlytheir expenditures andmanagement butalsothetendency andcontent oftheir work. The boards of education are obligated to showthetaxpayers that public funds are notbeing wasted on personnel and equipment that do notcarry outthewishes of thecommunity in thetraining of youth. The educators in turn, strive to leadthewayprogressively in a vital socialactivity which they, as professionals, feelthey arecloser to and understand better thaneither theboards or thepublic. Thuswe havea balance ofthree eachchecking and eachexerforces, theother, a healthy restraint on eachother. cising Now motion pictures are generally regarded an expensive comas compared withother educational The exmodity paraphernalia. toinitial ofdurability, refers cost. pense, however, only Bythestandards ofmaintenance call the and,more important still, bywhatwe might films after lesson-per-student measure, a periodof timeare just as as textbooks than laboratories. Ourgrandandinfinitely cheap cheaper fathers looked askance at thecostoffree booksand materials, public and laboratories, butwe accept school libraries buildings, sports fields, these as essential things expense. ofeducation theprice During thepastcentury perpupilperyear The has regularly in thevastmajority of schoolsystems. multiplied the schoolboardshave have demanded educators greater facilities, theneedand authorized themoney, and thetaxpayers in recognized better Whenthepublic becomes turn haveungrudgingly paidthebills. that themotion hasproved in learning aware oftheadvantages picture offilms thecost notonly butalsoofprojectors andsuitable abletogive, usewillbe accepted ofcourse. At sucha for their as a matter housing noschool unless willbeconsidered efficient itisproperly time, equipped for films. showing A recent we conducted in several survey Western communities thebudgets shows that thisupward ofschool havecontinued systems andthat funds allocated to audio-visual trend, aids, mainly formotion at a stillsharper rate.One county haveincreased alonein pictures, Central which doesnotcontain California, more than a small city and a number of smallagricultural an expenditure of centers, reported a yearon visualaids,where allotments wereonly $34,ooo previous

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case,butit emphasizes This is an extraordinary hundreds of dollars. curve. therising thatconduct film-lending Thereare now 48 stateuniversities film exchanges supplyindividual and dozensof private libraries, trend in school systems There is a noticeable films. rented with schools of libraries film to establish departments, audio-visual their to expand coordinated yet not but is a general that this say own.One might their onlythesolution It awaits enthusiasts. led byeducational movement, and to becomeas muchan accepted problems of a few economic aretoday. libraries as book essential facility outthefactors and pondered havewatched The Disney Studios to participate thedesire andwith interest with sympathetic linedhere, tothetalents andinevitable arenatural in developments. Theproblems a peep-show from picture theanimated raised and techniques which of a majorart-form. curiosity to thestature to be anxious worldshould theeducational alsothat It is natural the through Gradually, facility. and versatile makeuseof a powerful theteacher, theproducer of trialand error, and method well tested where practical on a meeting ground areconverging theadministrator an thepublicis showing At the sametime, is possible. cooperation The generation that techniques. interest in neweducational amazing into and itsworkers to helptrain itsfighters picture usedthemotion in history, is notaptto ignore themotion picture nation themightiest civilization andpeace. ofenlightenment, toolinthelabor as an essential