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The Fact of 1925 ;];
I don't know why not. For there is, paradoxically enough, an obverse to this fact of "hard." Though education must be essentially laborious, it is always the teacher's task to make the y/ay as smooth as possible, to reduce grades, to discover easier approaches. The motion picture may be a valuable agent in making the hard road shorter, in bringing pupils sooner to what Milton promised after the first ascent : "so smooth, so green, so full of goodly prospect." Perhaps pictures can aid in conveying children more quickly to that goodly prospect where all sensible ideas are perceived as moving, human, useful realities. Even I, as I sit at a teacher's desk, can fancy a screen on which a hand writes "sep," pauses, attracts every mind to a moment of intent focusing on what follows, and then' makes a big "A." Such a movie might teach effectively in thirty seconds what mere blackboard and chalk cannot teach in thirty days. The orthography of "separate" would be unforgettable through life. For aught I know there are a thousand other ways in which motion pictures might assist the teaching of literature and composition. The essence of good teaching is the vivid and unmistakable presentation of ideas; if cameras can be so manipulated as to help teachers in the hard climb up the laborious steep, may God speed the operators in their enterprise, endowing them with wisdom to know that no easy substitute can be contrived for all the hard work, giving them skill to cheer us all along the difficult road.
C. H. Ward, The Taft School, Watertown, Conn.