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.
52 Sixty Years of 16mm Film standardizing a practical narrow width safety film. The product of this union was the development of 16mm safety film, cameras, and projectors. This apparatus was marketed at first for making home movies, but it soon was transferred into the school field. By means of 16mm safety film, cameras, and projectors, the costs of production, projection, film, and duplicate prints were re- duced. The showing of films was simplified and the fire hazard eliminated, for the 16mm film and its projectors received the ap- proval of the National Board of Fire Underwriters. In February 1926 George Eastman announced that his com- pany had conducted a survey of the whole field of teaching films; had developed the 16mm film and apparatus; and had decided to undertake a practical experiment in the use of films in schools. Later a million-dollar corporation, Eastman Teaching Films, Inc., was established to produce and market classroom films. The Eastman experiment was conducted under the codirection of Ben D. Wood of Columbia University and Frank N. Freeman of the University of Chicago. The report was published by Houghton Mifflin Com- pany in 1929, with the title Motion Pictures i?i the Classroom. "Nearly 11,000 children in more than three hundred geography and general science classes, taught by nearly two hundred teachers, in grades from four to nine, inclusive, and distributed in twelve cities participated in this experiment." The findings on the whole were favorable to the use of 16mm motion pictures as supplementary aids in regular classroom instruction. The narrow width safety film had proved its case. These moves by the Eastman Kodak Company on the educational film chessboard had widespread effects. School ad- ministrators who had tooled up with 35mm equipment and libraries of 35mm film were faced with a shift to 16mm. Companies that had manufactured 35mm equipment for school use and/or had assembled 35mm film rental libraries for schools were caught by the change. Many companies did not survive. But the 16mm film had so many advantages that it was here to stay. The situation was complicated further by the advent of the sound film and the depression. As soon as a school went through the tooling-up process it found that its equipment was out-of-date. The administrator w T ho was attempting to build a long-range program was confronted with decisions requiring insights which were difficult to acquire. What to buy and when to buy were sixty-four-dollar ques- tions.