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.
Teaching by the Cinema in France 13 play as recreational as in- structive. The method of selecting this ma- rial for use in school and post- hool instruction is simple. On the rogram of the courses in Geog- iphy and Science we write in op- osite each chapter the title or titles i films which can be used in coll- ection with that section of the text ook. Many films are applicable ) several chapters. When this no- ition is completed, the wealth and ariety of our film resources is mazing. This wealth, however, is till extremely modest in proportion ) our needs; there are 36,000 com- mnes in France, more than 100,000 lassrooms to use the films, and only 00 films at their disposal! In all robability the number of films will e increased in the near future, and onsiderably perhaps. Nevertheless re shall not approach a really prac- ical realization of our ideals until tiese films are actually within our ttch; that is, until the General ouncil shall have installed depart- lental film libraries for schools hroughout the country. While waiting these ''better times" we ave to content ourselves, like the age, with what we have for lack of aving what we should like. But we can still realize great rofit from what we have already. Tie number of projectors in opera- ion is far less than the number of chools and each school's share of 1ms which can be obtained by the "circuit" route is still large. The only cause for annoyance is that we cannot always receive our first choices and have to be content sometimes with films "approxi- mately the same"—an experience fairly common with users of slides, also. It is always advisable, there- fore, to list several films in order of preference. When the film arrives, it is perfectly feasible to rearrange the order or subject matter of our lessons when this is made necessary by a substituted film. Whatever distortion fate occa- sions in our orders, what is our pro- cedure when a shipment of films arrives? We first run the films for our own private viewing, noting points of contact with the present work of our students and planning how best to utilize and correlate the material of the film with the subject of study in our day classes (chil- dren), or in our evening classes (adults), or for both, when the films can be so used advantageously. We have no intention, of course, of devoting more than a fraction of our class time to the actual viewing of the pictures. The film is shown always at the proper moment, in definite connection with the subject matter of which the film is the illus- tration, the application or the com- plement. The showing should be accompanied by valuable and con- cise comments; observation must be facilitated by slowing down the machine, showing certain parts