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142 The Educational Screen He finds three obvious causes for this change—the cinema, enormous theatre rentals and the poverty of the world in general. Regarding the first he writes as follows: "As to the cinema, I do believe that it cuts short the life of doubtful theatrical productions, and by doubtful I mean pro- ductions that have no very strong reason, artistic, commercial or sensuous, for their existence, but that might have lived once upon a time because then there was no alternative attraction; but the art of the cinema is, I am convinced, never going to damage the art of the theatre at its best." Ten Years from Now—Edison An Interview in Photoplay for May MR. EDISON speaks again regard- ing the possibilities of the educa- tional film—with more modera- tion and with correspondingly more logic than he spoke ten years ago, when he ut- tered the pompous absurdity that films were to replace textbooks. In the pres- ent interview the wizard no. longer at- tempts to consign the printed page to the limbo of the obsolete. The article is quite worthless and with- out point save for the few sentences from Edison's own lips which we quote below. The interviewer said: "There are some of us who think that one day the theatre and the amusement field will be the small end of the pictures —just as in the art of printing the pub- lication of fiction is but a fraction of the work that keeps the printing presses busy." Edison's reply was as follows: "Oh, the educational picture? That's a whole ocean of possibility . . . but not yet . . . about ten years from now, maybe. You see it does not matter how much anything may be needed or h<3 much the people want it, it takes a loi time to get them to accept it. . . . WB do you know it took about a half a doa years to introduce the electric light? « took eight years to get them to take t| typewriter seriously. It took years wl the telephone—it is that way with evel thing! "There are many things in the way i the educational picture, yet. Boards education — teachers — school book pii Ushers — the textbook trusts — that is powerful group. They will have to 1 interested first. "But the pictures are the thing. Yc can make an educational picture just 01 hundred per cent effective. You can mal the picture and try it—keep trying it < the dog—until it works a hundred p' cent. You can show it to the same a dience time and again and locate exact the places that they do not all und^ stand, and then make those over urn they all do get it." The Tragic Comedian; A "Close-up' Charlie Chaplin by Thomas Burke in the Outlook for January 18th A CHARMING and sympathel study of "Charlie," actor and ma It is at once a portrait, an int€ pretation and a tribute sincerely often to the principal figure of the screen t day, by one who does not greatly ca for the movies or the movie world general. One cannot read Mr. Burkt words without feeling a deepened I spect and affection for the art and pe sonality of the famous little Englishm who—as Charlie or Chariot or Carlos under any other name—has made so ii mense a contribution to the gaiety nations.