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•MS The Educational Screen . pay for the projector, and finally pay for a stereopticon. Then real vis teaching can begin in that school. The teachers can learn to use slides once this is accomplished, there is some hope of their learning to g< genuine educational results from a film, which is far more difficult 1 handle scientifically. Even then the teacher will often wish the thin would stay still, and he will frequently revert to slides if he is a real teachi after real results. With school projectors running entertainment film on appropri£l occasions, and with stereopticons training the teachers in visual instrtfi tion, the stage will be set for the entrance of the true educational film which are on the way. Films and slides will go on working togeth* thereafter, as they should. A projector, then, in every school—immediately, or as much so i possible. Better not expect it to be educational in any high meaning j the word. Let it be healthily entertaining, pleasantly informational, an slightly instructive, speaking in averages. It is an excellent first ste and easily taken, for lay friends of the school can be induced to hel toward a movie projector when the request for stereopticons in the class room would leave them cold. It has been done too often to be considere difficult any longer. (See note on page 260 of this issue.) Once the projector is installed and running, it will make stereopticor possible and develop teachers who can use the screen. Then the mark< will be ready, and we shall see educational film and slide production o a scale and of a quality unapproached as yet. □ □ IN the November issue will begin a series of articles, by Professor Joseph Weber of the University of Texas, on the sources of conceptual learninj Investigations conducted by him during the past year at the University c Kansas have thrown more light on the question of the relative contribution ( the various senses to human knowledge. The articles will present these result coordinating them with figures previously obtained. The idea of visual education should receive the close and immediate attention of every educator in the country. For, if it is a mere fad, it is too costly to be allowed to grow any further; if it is a thing of value, American education cannot afford to be without it.