We might want to resist the eclipse of the written word by the visual image in our schools and homes. Of course, the written word and the moving image, accompanied by sound, are distinct media, embodying divergent artistic excellences. One of our tasks no doubt is to teach students to move between the two and not to judge one by the standards of the other. But it is also significant that, when avid readers compare their beloved books with their cinematic versions, they find the latter wanting. They have the sense that film fails to capture the imaginative richness of the written word, a richness paradoxically founded on what the written word is not compelled to supply for us.