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l62
HARVARD BUSINESS REPORTS
Only in a few instances do the systems employ local agencies to handle the work instead of operating central libraries. The central libraries have been built up from miscellaneous material assembled from a variety of sources.
There are approximately 90 cities in this country of more than 100,000 population and each of these could easily maintain a library of educational films of from one to several prints of the same subject. There are also approximately another 90 cities with a population ranging from 50,000 to 100,000 and these could support libraries of films for at least the elementary grades, securing films for secondary schools from state, county, or other regional libraries.
It is the inadequate supply of educational film material, rather than the matter of expense, that has held back the general use of films in the public schools. The annual expenditures of public schools and the yearly increase in those expenditures are on such a scale as to make the expenses connected with visual instruction seem inconsiderable, if not almost negligible. In this country, education has grown to be a gigantic modern industry, involving the disbursement of great sums for plant, equipment, and operation.
Approximately 25,000,000 pupils are enrolled in the public schools. Over 800,000 teachers are employed. The value of property used for school purposes is nearly $5,000,000,000. Over a billion and a half are spent annually for operation. The expenditures for public schools have grown enormously since the beginning of the century as may be seen by the table shown in Exhibit 3.
Exhibit 3 Expenditures for Public School Education in United States
Total Expenditures
Number of
Pupils
Enrolled
Cost per Pupil
1900
1915
1920
1925 1926
214,964,618
605,460,785
1,036,151,209
1,946,096,912
2,016,812,685
15,503,110 19,693,007 21,578,316 24,650,291 24,741,468
$13 30 48 78 81
•87
.72 .02 •95 •52
The average annual expenditure per pupil in cities is considerably above that for the country at large, as the figures for 1926 from the 20 largest cities indicate in Exhibit 4.
When these amounts are considered, the matter of introducing films and pictures to a sufficient extent to place education on a visual basis seems to present few financial difficulties. Films and other materials sufficient to entirely visualize education can be