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of natural history, and in general in those subjects where movement is superfluous or out of place.
A good projector for slides should permit also of the projection of positives on glass or film and epidiascopic projection of opaque bodies, maps, drawings, etc. Today there are excellent epidiascopes on the market fulfilling the above conditions.
Film Libraries.
The question of film libraries is more complicated than one might believe. First of all, in most countries the public has not yet understood the idea of preserving good films. And that is because the film, whose educative value is becoming appreciated universally, does not yet benefit from that consideration which exists for good publications in the arts and sciences with which all national and international libraries are abundantly furnished. Apart from several States (France, Italy, Germany, United Sates, Austria, Poland and Sweden), which have their official or semi-offical film libraries — some of them could serve as models — the other countries allow the films to stay in the hands of the renters so that one cannot guess, or rather one can guess only too easily what will become of both prints and original negatives after a few years. Doubtless we shall be told on all sides that the formation of film libraries is fraught with difficulties, above all with financial difficulties for those states that are poor or in a period of acute economic crisis. And to this must be added the lack of co-ordination in the supply and demand of educational films which renders the market so poor and the production so tentative that it is often difficult for those who wish to show films to find a suitable programme dealing with any particular subject. And that is not, to speak of the lack of proper places to store films, above all inflamable films the difficulty of organising a competent staff, of storing and distributing the films in all educational institutions in town and country by means of traveling cinemas.
But in productive countries the financial problems are more surmount
the interesting review edited by Dr. Gunther, limit the use of the Cinema in teaching to the treatment of certain subjects. For instruction in Hygiene, for instance, Mr. Neubert maintains that the Cinema is certainly superior. Others, like Mr. Castella of Fribourg, consider the Cinema as simply a necessary complement to fixed projection. The I. I. E. C. is also interested in this question. In a questionnaire distributed to some 200.000 school children and students in different countries and also in one addressed to school teachers, the question dealt with above was asked. To date about three thousand answers have been received. The great majority of these have been favorable to the Cinema, not however, without admitting that for such subjects as the history of art, fixed projection may be more advantageous on account of the fact that an image may be kept longer on the screen and thus give more time for an explanation on the part of the teacher.