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UNIVERSITY FILM FOUNDATION 163
Exhibit 4 Average Annual Expenditure per Pupil in Cities
Baltimore, Md $ 82 . 14 Minneapolis, Minn $ 95 . 76
Boston, Mass 105 . 35 New Orleans, La 71 . 60
Buffalo, N. Y 139.48 New York, N. Y 114.78
Chicago, 111 102.07 Newark, N. J 117.29
Cincinnati, Ohio in. 10 Philadelphia, Pa 94-38
Cleveland, Ohio 119.08 Pittsburgh. Pa 112.49
Detroit, Michigan 105 . 78 St. Louis, Mo 102 . 63
Kansas City, Mo 106.55 San Francisco, Calif 115.90
Los Angeles, Calif 129.96 Seattle, Wash 94-52
Milwaukee, Wisconsin 105.90 Washington, D. C 120.87
employed in the cities for scarcely more than 2% or 3% of the amount now spent and 5% would probably be a high figure for almost any place in the country. With the constant annual increase in expenditures, this expense will be taken care of in the normal course of progress. Here in this country where the luxury of today becomes the necessity of tomorrow, there is little doubt that films of educational value will find their regular place in the public schools.
Enough work has not yet been done in using films and pictures as actual instruments of education to see the saving of time that may result through their use. When we consider, however, the great amount of information that can be imparted in a brief space of time by a film, it will not be surprising if the introduction of visual aids effects the greatest possible economy in the expenditure of both time and money.
While no information was available for analysis, it was believed that the total amount spent by individual schools for films considerably exceeded that expended from central funds by city school systems. In this field, films were used for both instruction and entertainment.
In addition to the use of films during regular school periods, the schools often employ films for many purposes connected with their activities as community centers. A recent survey shows that there are 1,569 "standard school centers" throughout the country carrying on regularly at least two activities a week for different groups outside school hours. There is a place for films in many of these activities. There is little doubt that when suitable films can be obtained in sufficient numbers the individual schools will greatly increase their expenditures for films for both classroom and auditorium instruction and will probably make them the most important part of their recreation program as well as a leading part of the program of groups using the schoolhouses as centers.
According to a survey recently conducted by the United States Bureau of Education, 50 universities and colleges employ visual