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Movies and the Library 317 It sounds logical now to say that ti reorganizing the subject matter he word "another" should either ome relatively later or else it hould be allotted far more time and ittention by both teacher and pupils han an easy one like "bed." Reform in method is also desira- )le . The auditory appeal—excessive 'telling"—should be reduced when- ever and wherever possible, and its )lace should largely be taken by seeing and doing interwoven with thinking. Concluding advice to teachers: During the year your pupils are ex- pected to acquire a certain number of facts, skills, and ideals. Analyze these elements of learning to dis- cover just what types of experience are conducive to their quickest realization. Then create your situ- ations accordingly. Be an artist teacher. Movies and the Library SO MUCH has written of the people who go to the movies instead of read- ing that it is cheering to find a little ^ brightness on the dark side of the picture. Some people read because they do go the movies. A librarian needs to be posted on the week's program of the nearby theatres, for she is sure to be asked for almost any book that is shown on the screen. If movie and book appear under the same title and the library has plenty of copies of the book, all goes well. The Count of Monte Cristo, the Three Muske- teers, and the Prisoner of Zenda have always been popular stories, but since they appeared in the mov- ies, libraries have had to buy many additional copies. When the movie is well done and the book is a stand- ard novel, a number of people who read very little or else choose in- Louise Prouty Cleveland Public Library been said and ferior books, are introduced in this way to a really good book. A notable recent example of an artistic film is Peter Ibbetson, and in one city at least this film has caused a demand for the book un- equalled by any other "movie novel." In this instance the screen version followed the story very closely, so those who read the novel afterwards were satisfied. On the other hand, it often happens that the book has been so altered that the difference causes disappoint- ment and worse. Recently, a mother came into the library to object to the book her daughter had brought home. The book was a novel by Kathleen Norris and no one had questioned it before. The mother, however, had seen it in the movies and she said the whole moral em- phasis was wrong and not at all de- sirable for a young girl. On the