And next to this full and manageable collection of pictures and diagrams, which the teacher would whip out, with the appropriate notes, five minutes before his lesson began, the modern school would have quite a considerable number of gramophones. These would be used not only to supply music for drill and so forth, and for the analytical study of music, but for the language teaching. Instead of the teacher having to pretend, as he usually pretends now, to a complete knowledge of the foreign language he can really only smatter, he would become the honest assistant of the real teaching instrument--the gramophone. Here, again, it is a case for big methods or none--a case for mass production. A mass production of gramophone records for language teaching throughout the world would so reduce the cost that every school could quite easily be equipped with a big repertory of language records. For the first year of any language study, at any rate, the work would go always to the accompaniment of the proper accent and intonation. And all over the world each language would be taught with the same accent and quantities and idioms--a very desirable thing indeed. And now let me pass on to another requirement for an efficient school that our educational organization has still to discover--the method of using the cinematograph. I ask for half a dozen projectors or so in every school, and for a well-stocked storehouse of films. The possibilities of certain branches of teaching have been altogether revolutionized by the cinematograph. In nearly every school nowadays you will find a lot of more or less worn and damaged scientific apparatus which is supposed to be used for demonstrating the elementary facts of chemistry, physics and the like. There is a belief that the science teachers--and they do their best with the time and skill and material at their disposal--rig up experimental displays of the more illuminating experimental facts with this damaged litter. Many of us can recall the realities of the sort of demonstration I mean. The performance took two or three hours to prepare, an hour to deliver and an hour or so to clear away; it was difficult to follow, impossible to repeat, it usually went wrong, and almost invariably the teacher lost his temper. These practical demonstrations occurred usually in the opening enthusiasm of the term. As the weeks wore on, the pretence of practical teaching was quietly dropped, and we crammed our science out of the text-book.