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Some Psychological and Pedagogical Aspects of Visual Education Matilde Castro Professor of Education and Director of the Phebe Anna Thorne Model School of Bryn Mawr College, Bryn Mawr, Pa. EVERY teacher of the young who has seen the spark of understanding leap from mind to mind is more or less a believer in magic; for, although her art is more than intuitive skill and is under the check and control of scien- tific principles, yet the fact accom- plished is always something of a miracle. With her as guide the child has come into the possession of a tiny fragment of his heritage of the kingdom of knowledge and small wonder it is that the promise of a royal road through fresh pastures and by living waters thrills her with credulous expectancy. The title Visual Education holds captive her imagination and lures her into the Will to Believe that mayhap these men of science and machinery with their more objective perspective and with vision untrammeled by the dense detail of the class-room close- up have found a way to translate the remoteness and abstractness of many a school study into the vivid concreteness of the child's here- and-now. Perhaps they have dis- covered a method based upon a human appeal so elemental and universal that the teacher may cut through the intricate mesh of indi- vidual differences in capacities and interests, in tempo of learning and] forgetting, in receptivity to impres-j sions and in types of imagery and start all upon their way equally without handicap. Children shall open their eyes and behold the true, the beautiful, and even the good. What they see shall be theirs to have and to hold fast in enduring memory and since "seeing is believ- ing" they shall form convictions based upon clear, accurate and abid- ing impressions. So runs her dream as she momentarily falls in with the naively unscientific psychologizing of many enthusiasts of the picture movement. Sober second psycholog- ical thought, however, brings her quickly to earth and she realizes that this is a dream fashioned of the stuff of her unfulfilled wishes for a shorter route to learning and teach- ing. The Danger of Unthinking Enthusiasm The educator who believes that the motion picture is rich in educa- tional possibilities prays that it be saved from the speciously easy psy- chology upon which its over-zealous friends rest their case. Such fallac- ious psychology will block its prog- ress by putting arguments into the