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Visual Instruction at Kansas University 15 nature as aids has been recognized from the beginning, and this has resulted in a fairly satisfactory accumulation of special methods. In the use of maps, charts, graphs, and diagrams, care should be taken, however, that the pupils rather than the teacher be the ones to use them more. Not only that, but the pupils should also have the opportunity to prepare them. Whatever a diagrammatic aid may illuminate, much direction, discussion, and quizzing is essential. This insures learning. 5. Slides, Lanterns, and Reflectoscopes. The slide is a photograph or drawing made available for the social group; and the lantern projects it on the screen for all to see at once. The slide has the advantage of being a single unit, which permits unlimited correlation with school projects; and the lantern is foolproof and practically under the absolute control of the teacher or pupi) assistant. Aside from the blackboard, the lantern and slide constitute the teacher's best visual aid for group instruction. The slide has usually more artistic effects in color, line, and form; and the lantern profits by projection, which compels attention, by semi-darkness, which excludes distractions, and by an enlarged picture, which produces some illusion of reality. What the lantern does with the regular slide, the reflectoscope approaches in the projection of textbook illustrations, odd-sized pictures, and various diagrammatic aids. It works on the principle of reflection from a mirror; and the possibilities of the reflectoscope are much greater than present use indicates. *f |*! *l i The best use that can be made of projected still pictures is to let the ' pupils themselves select appropriate illustrations and prepare interesting pro- grams in connection with the initiation of new group projects, such as begin- ning the study of the Philippine Islands. 6. Stereographs and the Stereoscope. The stereograph, when seen through the stereoscope, produces a pleasing and compelling illusion of frozen reality. In addition to depth, it has also the advantage of durability, low cost, freedom from distraction, easy correlation with subject matter, and being used as a reference, or source of learning. It is the best visual aid for solitary individual study. Very few teachers, however, seem to know how to use the stereograph. Many methods have been advocated; but most of them are wrong in principle. They are hopeless attempts to make the study of the stereograph a routine group activity. This is a waste of time and effort for at least two good rea- sons: (1) we have a better aid for group instruction in the lantern slide; and (2) there is a conflict of attention and interests in the teacher's untimely com- mands "Change scopes" when the pupil is reveling in a fairyland of illusion.