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14 The Educational Screen frame by frame, and by completely stopping the film at certain strategic points. Discussion and reflection are to be encouraged in the class. Certain portions of the film can be repeated to clear up doubtful points, and finally, if it seems worth while, the whole film can be run again without stops and without aural distraction. At the following recitation period we should encourage discussion of the preceding day's lesson, to be sure, but also of the film shown. We need not be surprised if the pu- pils, at first, have a tendency to endow the film with the importance of the whole lesson. Little by litttle they will come to draw from the picture—or at least to make answer only on what concerns the lesson in hand. We shall also see pupils who were formerly almost mute become eagerly loquacious. If we call for a few written sentences to give a resume of the film, or some sche- matic drawings with a sifnple title or short caption under each drawing, we shall soon be delighted by the results achieved in elements of knowledge fixed for all time, in the spirit of observation awakened, in the stimulation and development of the judging faculty itself. A "Teat many of the films lenj themselves readily for special trainkl ing in theme-writing and exercise! in French composition. We shoull take full advantage of this fact. Ol the other hand we can imagine easel: where films on arithmetic, ol: algebra, on geometry, (certain film! have already been made on the uJ of logarithms!), on moral instrucl tion, on history, etc., might seem tf< rouse a keen interest which woulfl be merely cinematographic curiosit m We should be distrustful of thesa pedagogical abuses which tend tlj substitute a machine for the teacheil to the great detriment of the pupilJ No more than any other means ci method, can motion pictures servi for everything. They are only thl perfected form of a pedagogical tool invaluable to the master of that tocl but futile without him. They are valuable especially in the sciences o| observation and experiment; bti even in these, and a fortiori in thi other subjects, we have nobusinea to use the cinema in lessons whicl can be logically and easily tauglfl without it. Teaching time is tol limited to allow place for "fad" m "luxury" in our curricula. In I word, let the "movie" be for us I means and not an end.