Book excerpt: "It is the purpose of the present study to discover to what extent during the period 1928-1944 the teacher of English has found it wise or feasible to utilize the sound motion picture in teaching pupils of the eighth, ninth and tenth grades. The most significant teaching procedures and experimental materials are reviewed. The study covers the period from 1928, when the motion-picture-appreciation movement had its inception, to the present. Although some of the data used are from the kindergarten level to that of the final year of the secondary school, the sole concern of the study is with children between the ages of twelve and sixteen, or, as indicated above, children in the eighth, ninth, or tenth grades. This limitation is intentionally imposed to focus attention upon early adolescence. In analyzing the problem, four specific questions need to be answered. In what ways that concern the teaching of English do commercial films affect adolescents mentally, physically, and emotionally? For what purposes and to what extent has the English teacher used theatrical films as a teaching aid? How many and what kinds of non-theatrical or educational films in the field of English are available for classroom use? What evidence is there that the use of the sound motion picture in the teaching of English has achieved educational objectives?"--Leaves 2-3.