It has given us an increased sense of responsibility, as well as deep satisfaction, to hear from national and regional educational authorities that our theatrical True-Life Adventure films have been accepted as valued in scholastic extensions.

The theory that a nominal gap exists between what is generally regarded as "entertainment" and what is defined as "educational" represents, we have long held, an old and untenable viewpoint. The reaction of vast numbers of teachers, students, and school executives all over America to our nature pictures during the past six years has convinced us-and them, apparently-that the motion picture theater and the academic classroom can have much in common in material and methods of presentation. The True-Life Adventures are made, and will continue to be made, primarily as entertainment. They are not designed specifically for conventional education. But in my definition, the overlap is implicit. To the extent that they are instructive, to that degree we must admit that they may also teach. […]