See and hear : the journal on audio-visual learning (1945)

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L, tcle\ision, as it is over radio, "ichinjj; progiams acceptable iler inininuim standards for isroom use are not essentially I se which arc understood or apijciated by the general public, evision as well as radio pro inniing must be designed prilily for mass consumption and for the special requirements 3 Miller Clintock r. Miller Mc itock has his . from Stanford, $, and his A.M. Ph.D. from iKard. 1924. He (Is an honorary from Tufts, ^. He has been lident of the Mutual Broadcasting vem since January, 1943. He is nor of various books on traffic and lisport, advertising and marketing iSects. He has served as instructor in L^lish at Stanford, professor of munici)J government at the University of ^ifornia, director of Bureau of Mu1 pal Research at both Harvard and I'e. He is a member of the Federal \lio Education Commission. )l schools. Radio and television 3()adcasters should not be criti:pd necessarily for this situation, liis one which is created by the -jPnce of their business as it exh today. There is one field of television wich promises to make a unique ajJ special contribution to school sjations. It is a contribution v.ich is strictly within the scope ^ and HEAR— October of general mass programming, riiis is the field of ciurent events of significance as they are actually happening. Thus, for example, great public events such as the inauguration of a president, a significant debate in the Senate, or the launching of an important ship, are types of programs which television would naturally carry for the mass audience and which would have significance for school populations. Beyond this, television has many peripheral values and potentialities, but there are natural limitations to their full utilization. In addition to those which have been mentioned, it would be difficult for a public television broadcaster to adjust his educational programs so that they are accurately coordinated with courses of study. Any program requires careful preparation, rehearsal, and split-second scheduling. It would only be by accident that a particular program happened to come at an appropriate time in the classes of several schools in the same territory. The actual scholarly research for close coordination could be developed if there were an incentive for commercial television operators to provide it. There seems to be little possibility for such an incentive to exist, however. In its essence, television is a sound motion picture. It is not the real action. It delivers no visual or auditory impression which is different from one which Pag* 68