Moving Picture Age (1920) . ople, some of them withwealth, seemingly anxious to producethe moving pictures that will trans-form the schoolroom from its work-a-day atmosphere and drudgery toone of continual interest and the other hand there seem to bemany school boards, principals andteachers, anxiously awaiting the op-portunity to use moving pictures tomake of their schoolrooms such realms of paradise and changetheir many failures into constant success. Yet the thing has neverhappened, for educational moving pictures have not yet reachedthe schoolroom. Why? Nobody knows. I am aware,
Moving Picture Age (1920) . ople, some of them withwealth, seemingly anxious to producethe moving pictures that will trans-form the schoolroom from its work-a-day atmosphere and drudgery toone of continual interest and the other hand there seem to bemany school boards, principals andteachers, anxiously awaiting the op-portunity to use moving pictures tomake of their schoolrooms such realms of paradise and changetheir many failures into constant success. Yet the thing has neverhappened, for educational moving pictures have not yet reachedthe schoolroom. Why? Nobody knows. I am aware, of course, that there are many people who areready to give a direct and positive answer to the question raised;they would point to such factors as the expense of productionand distribution, the expense of equipment, the lack of the propertype of educational film material, the static poverty of publicschools, impractical projection that demands fireproof booth, ex-pensive darkening devices, etc., all of which perhaps may be. factors. But, in this land and age of progress, and particularlywith our pride in our public schools, we can hardly afford toadmit that these factors are really the determining factors. In-deed, such impediments would surely be overcome by many of ourprogressive communities if they were the only ones is also important to call attention here to the fact that theseexplanations for our failure to make more use of the motionpicture in public education are opinions only, and are worthonly as much as opinions are valuable in settling any difficultquestion where facts are really requisite before conclusions of meritcan be reached. After all, are moving pictures truly a practical asset in edu-cational work? Nobody knows. For after all, we know verylittle about the learning process and practically nothing about theuse of pictures as a means of presentation in schoolroom prac-tice. For instance, do we learn more quickly from a visual presen-tation or an o
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Keywords: ., bookcentury1900, bookdecade1920, booksubjectmotionp, bookyear1920
