what is happening here is that the content of the school curriculum is being determined by the character of television, and even worse, that character is apparently not included as part of what is studied. One would have thought that the school room is the proper place for students to inquire into the ways in which media of all kinds—including television—shape people’s attitudes and perceptions. Since our students will have watched approximately sixteen thousand hours of television by high school’s end, questions should have arisen, even in the minds of officials at the Department of
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