audience, if somebody disappears off the side of the film, the African wants to know what happened to him. A literate audience however, accustomed to following printed imagery line by line without questioning the logic of lineality, will accept film sequence without protest. It was Rene Clair who pointed out that if two or three people were together on a stage, the dramatist must ceaselessly motivate or explain their being there at all. But the film audience, like the book reader, accepts mere sequence as rational. Whatever the camera turns to, the audience accepts. We are transported to another world. As Rene Clair observed, the screen opens its white door into a harem of beautiful visions and adolescent dreams, compared to which the loveliest real body seems defective. Yeats saw the movie as a world of Platonic ideals with the film projector playing "a spume upon a ghostly paradigm of things." This was the world that haunted Don Quixote, who found it through the folio door of the newly printed romances. The close relation, then, between the reel world of film and the private fantasy experience of the printed word is indispens- able to our Western acceptance of the film form. Even the film industry regards all of its greatest achievements as derived from novels, nor is this unreasonable. Film, both in its reel form and in its scenario or script form, is completely involved with book culture. All one need do is to imagine for a moment a film based on newspaper form in order to see how close film is to book. Theoretically, there is no reason why the camera should not be used to photograph complex groups of items and events in dateline configurations, just as they are presented on the page of a newspaper. Actually, poetry tends to do this configuring or bunching" more than prose. Symbolist poetry has much in common with the mosaic of the newspaper page, yet very few people can detach themselves from uniform and connected space sufficiently to grasp symbolist poems. Natives, on the other hand, who have very little contact with phonetic literacy