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School Department 189 iny appeal to the senses of taste, smell r touch, and, since photography depends m light, no movies can be shown of what akes place in darkness. "The main disadvantage with the movie er se for instruction, seems to be the apidity with which it tells its story. The ye appeal of a certain scene may be so iitting that it fails to make a convincing nental impression. Again, the rapid shift rom scene to scene may pile up an inco- erent series of impressions which quickly ade away. This difficulty of course can e overcome to some extent by change in diting and in the method of use. For nstruction, a scene can be repeated as ften as is necessary to cause the right nental impressions. The fact that movies nay be used as tools to present sensa- ional, coarse or unworthy ideas is no real rgument against the movie itself. The ontrol of the subject matter of motion ictures rests with the same source which ontrols the printed or spoken word and still photography." The author raises the question: "What roofs through tests do motion pictures ffer of their value?" The following data ire offered in answer: "The primary need of the movie for nstruction today is a test of its utility. Before schools invest large sums in pro- jectors and films, the scope of the movie should be evaluated and its proper method of use determined. Research and tests can be conducted to ascertain the deter- minable facts." Dr. Rogers then gives results of some significant tests made by various investigators, and continues as follows: "Movies are either of value or they are not. They either make a genuine con- tribution to visual instruction or they do not. They add one or more factors to the expression of ideas than do charts, slides, models and other visual aids, or they do not. Until scientific tests based upon observation tell the truth conclu- sively, we do not know how valuable the movies are as a tool for visual instruc- tion." "Based upon data already secured by test, and upon the first-hand information of many experienced users, further re- search and tests should be made to deter- mine the exact value and best methods of using movies for instruction. "There is no danger that movies will replace the teacher, because they are merely a supplementary tool in the in- structor's hands." Film Catalogue The first films in each group—printed in the larger type—have been reviewed by the editor of the School Department personally. This typo- graphic arrangement will be our regular practice hereafter and, ultimately, we shall list in this department only films so viewed. LITERATURE AND HISTORY WILLIAM CULLEN BRYANT— American Author Series (K) Distrib- utor, Hodkinson. The general plan of phis reel, like the others of the series, affords a brief illustrated sketch of the Doet's life, followed by scenes selected to nterpret lines from several of his well- known poems, in this case"Thanatopsis" and "The Crowded Street." A much more difficult task, no doubt, to translate the lines of Bryant to screen pictures, than the lines of a more objec- tive poet, and a task calling for imagin- ation on the part of the photographer. In this reel the imagination is in some