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166 The Educational Screen It seems improbable that the film can ever equal in range the genuii educational values of' the slide. The film will be invaluable where mo\ ment is an essential quality of the subject under study, but only the The inland child can gain a clear concept of ocean waves from a film, ai probably *no one ever visualized the opening process of a flower until t motion picture showed it. The actual details of movement in runril animals, the muscle action of athletes—such things were never really se before the film came. On the other hand, although movement is a law of life and of t world of nature, it is often incidental and of minor importance compar to the complexity of detail in the moving object. Movement attrac but distracts. A child may live beside a railroad track and watch t trains go by for years, without 'knowing a locomotive. What we ha learned about the world has come largely by eliminating the incesss movement and keeping the details still while we study them. One m feel much in watching a waving forest, but one will learn more abc that forest in a botanical laboratory; a bit of water in a test-tube or und a microscope yields more knowledge than the restless ocean or the tumbli: brook; the attainments of astronomy were limited indeed until photograpl and the driving clock came to stop the stars. The educative power of a picture no longer needs argument. It known. In the projection of a picture for many eyes to behold at on the slide offers the supreme values yet determined. The slide, as well the picture, has long passed the proving stage. This magazine urg« therefore, the immediate adoption of the stereopticon in all schools ai will steadily emphasize its fundamental and permanent importance f efficient visual instruction. As to the motion picture for strictly educational use, it is distind in the proving stage. As fast as its real values are ascertained we sh; urge its adoption likewise. We have no doubt that scholarly research* now well under way, will rapidly establish the motion picture's greatne as a visual aid, determining at the same time its limits of effectives In all probability the slide and the film will be found to be mutually exel sive. They will not infringe upon each other and each will be made do the thing it can do better. The realm of the slide promises to rema always the larger of the two (for purely educational service), but, proper combination, teachers can need nothing more for any education process where pictorial values are involved. N. L. G.