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isation of film collections and their distribution to schools are still in embryo. Cooperation between the factory and the film archives in each district may achieve something, but the arrangements between the district film archives and schools and for interchange between schools are in a very rudimentary stage.
A good beginning would be to make a collection of material suitable for epidiascopic illustration. Organisation, it seems to me, should start at the bottom rather than at the top. Every school inspector's area includes a number of teachers who have made a special study of film-teaching problems, and this source of aid should be tapped. They might be asked by the school inspector to prepare for one of the teacher's meetings of the particular inspectorate a study of the question how far and by what means the separate schools within the district could help to constitute a joint archive. Such a collection could not spring into being all at once, but would necessitate local pioneer work. A camera is to be had anywhere and, should a school be without one, there would be no difficulty in loaning one from a private source for an indefinite period. Pictures could first be made of noteworthy objects and the local scenery. The drawing-class could make a local map, which would then be photographed. Other locally interesting features connected with the daily life of the people or of the school, with industry, trades and crafts, administration, etc., would be perpetuated in picture form. Each school would then be required to make several copies and descriptions, one copy and one description to be supplied to the district archive, the others to be exchanged with neighbouiing localities.
Further, individual schools or their staffs could experiment to see how the epidiascope could be employed to rationalise teaching. The final result would be a large quantity of sketches. Arithmetic, grammar, geometry, in fact, every subject will be illustrated and the epidiascope frequently used to clear up in a few minutes this or that difficulty or to supplement the teacher's explanations.
Any particularly interesting illustrative methods would be collected by the school inspector and sent to the district archive for copies to be made, etc. In this way the archive will acquire a rich collection of material Each district will then forward a detailed report to some provincial archive or to the central film office in its area, which will issue a book containing a systematic list of pictures, sketches and descriptions illustrating the most important features of the area in question and capable of being reproduced by the epidiascope.
Next, the State central body will collect these publications by the different districts and provinces and likewise issue a series of volumes, dealing with the most significant features of the whole country. This same central authority will also report upon the progress of educational rationalisation through the epidiascope and publish any model schemes for the pictorial teaching of subjects which have proved their worth. Such schemes would