Ipswich High School - Tiger Yearbook (Ipswich, MA)

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ployed by the propagandists, we must mention a most extraordinary book en- titled “Propaganda in the Next War” by Sidney Rogcrson. It is a part of a series edited by Captain Lidell Hart, entitled “The Next War.” This book is not for sale; it is distributed only to a selected few of the inner circle of British diplomatic life. Insofar as is known there is only one copy in the United States. This book outlines an astounding plan for propagandizing the Uni ' ed States into the present war. The author expresses his fears that it will not be possible to make use of the so-called atrocity stories; even though, strange as it may seem, there are so many atrocities being practiced all over the world. However, he goes on to say, “If Japan were involved, this might and probably wo uld bring the United States in without further ado. At any rate, it would be a natural and an ob- vious object for our propagandists to achieve this, just as during the Great War they succeeded in embroiling the United States with Germany.” Mach- iavelli is an innocent amateur in deceit in comparison with his lineal descend- ants who are thus working for our destruction with such nefarious plans! Moreover, this same book plans expen- sive use of the cinema which is already infiltrated with foreigners, and owned and operated by internationalists. I quote; “In the realm of the cinema we may depend on the natural bias of the United States film manufacturers as opposed to Germany. This will be an asset both with stock entertainment pic- tures and the news reels.” Be advised, however, that the G:r- mans are not less skilled in their meth- ods. During the World War t hey in- terfered with American affairs to a degree which will surely never be tol- erated again. They entered into the field of the United States labor politics. They set up propagandizing bodies which adroi ' ly blamed the allies for prolonging the war. They appealed to professional men. They reached women by forming bodies as the “League of American Woman for Strict Neutral- ity,” and working men through “La- bor’s National Peace Council.” They even bought a New York daily paper. And in modern times the vast Nazi propaganda machinery operates with staggering boldness. Broadcasts in ten foreign languages are sent out from Ger- many regularly to Britain and elsewhere to intimidate the populace. Moreover, Russia is no less blatant in her propa- ganda campaigns. Recently there was talk of the “brave Red army covering itself with glory” in Finland “in de- fense of the homeland.” After the War, the Russian foreign minister pub- licly announced the death list of Fin- land at four times her complete man power! Indeed, the totalitarian states seem to live and thrive on propaganda. Such is the work of the propaganda machine. Be not mistaken, therefore; propagandists are at work everywhere. But how can one recognize propa- 21

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spark that kindled the World War. And throughout this war the respective gov- ernments were constantly engaged in hurling propaganda against one another and at the neutrals. Furthermore, in our own day Great Britain, Germany, Italy, and as a matter of fact all the important countries conduct tremen- dous propaganda campaigns. Now, propaganda can exercise tre- mendous effects. It does not explode shells, wreck buildings, or directly maim our citizens; nevertheless it poison minds, dynamites peace, and transforms the entire populace into vengeful, unthinking animals. With the magic tool of words leaders color the truth until it is unrecognizable. They depend upon our gullibility; they bank on our lack of intelligence; and they work upon our emotions! One of the most striking examples of the nefarious effect of propaganda may be found in the case of the United States and the World War. According to historians, allied propaganda was the more im- portant of the two causes which drew us into the conflict, the other being German submarine warfare. Indeed, responsible Englishmen have since dis- closed to us the nature and extent of the propaganda employed to lure us into that war. The methods employed by the pro- fessional propagandists, for govern- ments hire trained propaganda directors, are ingenious. The terms by which these methods are known, as compiled by the Propaganda Survey of the “Scholastic” are as follows; The first is known as “name-calling.” In the World War the Germans were called “Huns,” “thugs,” “gangsters,” and other names equally to their disadvan- tage. Secondly there is what propa- gandists term “Glittering Generalities.” We find examples of this in the World War also. Those who prated of dem- ocracy and the “war to end wars” were using this method. Thirdly, there is the method known as “Testimonial” by which statements are endorsed by prominent people. During the last war Kipling, Bryce, Shaw, Galsworthy, and Wells came to America to put the British view across the American dinner table. Moreover, a device known as “Plain Folk” is employed. One side points out that the enemy has an army of professional killers trained to fight, whereas they themselves are struggling to preserve the world with an army of farmers who have abandoned their plows, and young men — “plain folks.” The enemy may be represented in pos- ters as a huge armed giant astride a heap of carnage, gloating over his spoils. Another device frequently employed is “card-stacking.” Stories are taken and twisted around until they are fantas ' ic and almost unbelievable. Illustrations of this may be found in the atrocity stories of the World War, since proved so thoroughly untrue, of the dismem- berment of women and children, and of o ' her horrible inflictions visited upon helpless people. While speaking of the methods em- 20

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ganda and not succumb to it? To do this is a difficult task, but through alertness and education it can be done. In the first place, we should note the source of the article. Is it “from high official circles” or sources close to the government?” Note how indefinite these phrases are. In all probability what follows is pure propaganda. Or is the article from reliable news agencies such as the Vatican, Associated Press, or Uni ' ed Press? Secondly, we should scrutinize the general tone. Is it over- whe lming in its praise or censure? Does it conceal a party’s faults or virtues? If so, it may be propaganda. In the end, however, education and alertness of mind are the best weapons with which one may combat this invasion, for for- eign propaganda is nothing more than an invasion. For the youth of America there is one thing to do if propaganda is to become ineffective, and that is to seek after ed- ucation. By the study of sociology and history the youth of the na ' ion will develop into a broad-minded citizenry, careful in its credulity and in forming its opinons. By study young people will learn of past instances where prop- aganda worked and bearing these for- mer lessons in mind, they will direct their present day thoughts and ac ' ions accordingly. In my opinion by true education which encourages straight thinking will the nefarious activities of propagandists be rendered ineffective. For as long as the people remain un- educated, cagey leaders will work on their emotions and evil propaganda will go on unchecked to bear is insidious fruits of hatred, prejudice, and war. VISUAL EDUCATION THROUGH THE MOTION PICTURE by Eleanor Wallace F ROM time immemorial, vision has been used along with the other senses to educate from bir ' h. A child observes, discovers, and pries into things, but on entering school this flair for learning through actual seeing is un- fortunately halted. Since vision is the most used of the senses, why not con- tinue to exercise it and bring life to the school room through the use of film? About eighteen years ago this very thought came to educators. Instead of forcing pupils to plod dully through a lifeless book, why not, they said, en- able them to see life it self, or phases of it, in action? However this idea slum- bered until 1933, principally because a great number of cheap and commonplace pictures were being produced to the ex- clusion of worthwhile films with edu- cational value. With the advent of the censor’s office of Will H. Hays, the type of mo ' ion picture was improved, and first attempts to utilize it in education were made by the Committee on Social Values of the Progressive Education Association under the leadership of Dr. Howard M. Le Sourd, Dean of the Gradua ' e School 22