The educational screen (c1922-c1956])

Record Details:

Something wrong or inaccurate about this page? Let us Know!

Thanks for helping us continually improve the quality of the Lantern search engine for all of our users! We have millions of scanned pages, so user reports are incredibly helpful for us to identify places where we can improve and update the metadata.

Please describe the issue below, and click "Submit" to send your comments to our team! If you'd prefer, you can also send us an email to mhdl@commarts.wisc.edu with your comments.




We use Optical Character Recognition (OCR) during our scanning and processing workflow to make the content of each page searchable. You can view the automatically generated text below as well as copy and paste individual pieces of text to quote in your own work.

Text recognition is never 100% accurate. Many parts of the scanned page may not be reflected in the OCR text output, including: images, page layout, certain fonts or handwriting.

Editorial 7 ence. Our information will come from original sources, without depend- ence on hearsay or newspaper reports. It will be complete. Having free access to, and wjde contacts with both sides—the com- mercial and the educational—we shall be able to reach all sources of in- formation; and because we. shall be furnishing impartial publicity for every worthy activity in the whole field, this information will be eagerly given. It will be authoritative. As the only magazine on the subject having adequate intellectual resources behind it, The Educational Screen will be better able to distinguish the true from the false, the important from the unimportant— and better able to present this material in a form agreeable to the intelli- gent reader—than any publication that has yet appeared. □ □ THE Educational Screen will give much careful attention to the the- atrical movies, and expects to be frowned upon sternly by certain edu- cators for its pains. We can perhaps spare these individuals and our- elves some futile correspondence by answering, in advance, the question, "Why /aste time and space on such useless rubbish ?" The answer is simple. As far as the above policy is concerned, the in- rinsic value of the movies matters not at all. It matters not whether the notion pictures are a poison or an inspiration, a curse of a blessing, an in- lustry or an art. Whatever they are, they are exercising a tremendous influ- nce—as yet uncalculated and perhaps incalculable—upon the mentality of nillions in this nation today. Since the development of our national mentality, B any direction, is a fairly accurate measure of national education, this maga- zine is necessarily and vitally concerned with what is happening on the heatrical screen, and especially in front of it. The screen educates—for better or worse—wherever it hangs. If there ire 20,000 screens at work in the theatres and (possibly) 2,000 screens in use o any'considerable extent in the schools, an interesting-bit of statistics may be cached. Adopting always conservative figures amid the wild variation of o-called "statistics" on the question, we may note the following premises md conclusions: If there are 20,000,000 children in 200,000 schools in the United States, and if only one school in a hundred possesses a screen in regular