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70 A Report to Educators high as that. Most school projectors are idle except for a few hours each week. The funds that seem likely to be available in the early or middle 1950's will come pretty close to defraying the cost of the use of films that the men and women in the public-school systems now regard as desirable. These funds will cover the cost of a moderate expansion in the purchase of films. Probably they will just about double the market for school films by the middle 1950's. 32 But it is very unlikely that they will be big enough to create a boom in the sale of motion- picture prints. "Lack of Enough Suitable Films" Here perhaps is the heart of the whole problem. There are not today enough films that command the respect of the teachers. This sad condition cannot be remedied by any one producer. To correct it, hundreds and hundreds of new films will be needed—better films, costing more to produce, with far more accurate understanding of the teaching process. The influx of newcomers in the field of school-film production in the past year (1946-47) is not likely to alter the situation to any great degree in the near future. . . . Even if all of the newcomers . . . make a real place for themselves by producing films that teachers respect . . . their total output will be only a fragment of the number of good films that are now needed, and some years will elapse before enough good films have been provided to make any substantial contribution to increased use of motion pictures in the public schools. "Lack of Interest by Teachers" As far as I can see, this basic obstacle interlocks closely, perhaps inextricably, with lack of enough good films. The facts are plain: 1. Longer and wider experience in the use of motion pictures does not increase the teachers' interest in using motion pictures. On the contrary it tends to produce less and less interest. 2. The teachers who have the most desire to use motion pictures tend to be the ones who have had the least opportunity to use 32 See footnote 25, page 42.— EDITOR