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Editorial 5 " T required qualified scholars and expert printers to bring textbooks to the degree of excellence attained thus far. Textslides and textfilms of " the same quality will come through a similar combination of producing sments. When educators of high aim and capacity join forces with tech- cal masters of the lens—when the proper balance of authority has been ruck between them—when each party, in singleness of purpose, is willing Ld eager to give his best within his own sphere of authority, and content do no more—we shall have slides and films as worthy of use by the great ofession as are the textbooks it has achieved. When that day comes—and no one knows how near it is—the class- >om, the lecture hall, the auditorium will have gained new power. The cture-screen will not transform education save as it will vivify its content id intensify its potency of appeal. Talk of the visual idea undoing the ow work of centuries and nullifying the advances made with such vast fort in educational science, is rather too absurd to be worth refuting, ducation will let go nothing it has perfected through trial and test and ruggle. It will always be master of the tools it has created. The school ill still be "school" when the screen has come, as much as the home was ill "home" after the coming of the electric light. The time is coming, and many of the oldest members of the educational -ofession today will see it. It is coming fast, for when modern civiliza- on finds a new thing of value within its grasp development follows surely id with exceeding swiftness; witness, the newspaper, the railroad, the lephone, the automobile, the aeroplane, the wireless, yes, too, the theatri- il "movie"! Given the screen material that can be made, the teacher, whether in le great university or in the rural schoolhouse among the hills, will have : his command an instrument whose power cannot be guessed as yet. The :reen cannot do everything, of course (it should be a waste of space to op to emphasize so obvious a fact) ; its strengths and its weaknesses must s accurately determined; we do not use aeroplanes for pulling plows nor le wireless for conversation with a friend across the table. But once the itilities and dangers in visual teaching practice have been ascertained and iminated, the screen will help us do a host of things better than they have ver been done before. (If this be rash prophecy, let the sceptics make the most of it. "Wild- fed" prophets there have been who said that gunpowder would dominate le battlefield, that the locomotive would do more to build nations than le canal boat, that the automobile would prove greater than the horse.)