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.
on Teaching Films Survey 65 It is worth noting, too, that 9 per cent of the high-school teachers object to "excessive advertising," whereas only 2 per cent of the ele mentary-school teachers named this defect. Mainly, of course, this difference is the result of the fact that sponsored films tend to be used more frequently in high schools than in elementary schools. Yet it is significant that even in the high schools there is but little criticism of this kind. Examination of tables presented earlier in this section will disclose that V.E. directors and principals also offer this criticism very seldom. The comments on this subject by V.E. directors interviewed by members of my staff are generally that "the sponsored films are getting much better and the advertising in them is being handled more skillfully than it used to be." The facts shown in the last table may be summed up by saying that the high-school teachers generally tend to be much more unfavor able than elementary-school teachers in their opinion of motion pic tures, except on a few specific points. But it should not be assumed that all high-school teachers share the same opinions to the same degree. There are some notable differ ences in the views of the high-school teachers who teach different subjects: VARIATIONS IN EMPHASIS BY HIGH-SCHOOL TEACHERS ON MAIN CLASSES OF DEFECTS IN UNSATISFACTORY FILMS Times mentioned per teacher Usefulness Subject Matter Quality of Teachers' Chief Subject for Teaching and Content Script English and Literature .14 .20 .11 Social Studies .20 .15 .19 Science .29 .47 .22 Skill Subjects .20 .38 .19 Note in this table the fact that the science teachers make unfavor able comments much more often than do the other high-school teachers, and that the chief target of their attack is "subject matter and content." Anyone who harbors the notion that "science films are the easiest ones to make"—a statement very commonly made by school-film producers—will do well to note thoughtfully the dissatis faction expressed by the science teachers. The high-school science teachers are, plainly, the least satisfied with the films that are now available to them. Yet the high-school science teachers merely exhibit,