Most surveys of the use of film emphasise the far-sightedness of the pioneers of the 1890s and the continuing tradition of documentary evidence through the two world wars. Yet there is something of apology and special pleading in many of these and, admittedly, in this contribution. Why? While historical publications offering advice to teachers refer to film in various forms, it is only in the last few years that the Historical Association's journal, History, has begun to review films. In Teaching History, a magazine devoted to advice and experiment in that field, film reviews have been remarkable for their single appearance (vol. i,3). Further-more the value of coins, ‘simulation’, drama and field work as contributions to history has been analysed – but not film. Again, why?

The most potent reason for the comparative neglect of what has been called ‘the complete visual aid’ over the years has been one of technical difficulty. Although 16mm projectors have long been standard equipment in secondary schools, their maintenance has been sadly neglected. The enthusiastic teacher soon becomes frustrated by simple faults: mechanical failure of the projector, a broken bulb and no replacement, inaudible sound from the amplifier and too much from an unserviced motor. For practical purposes the use of the projector can be beset by so many potential dangers that it is easier to rely on less complicated aids. There is a whole series of problems connected with this fundamental difficulty. The use of a specialised room, usually with inadequate blackout and screen, makes timetable and room changes necessary and this, in turn, is further complicated by the need for lengthy advance booking of the films required.