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THE EDUCATIONAL SCREE^ Editorial Section FOR Vol. I APRIL, 1922 No. IT is fairly good usage nowadays to speak of the 'Visual movement." Tr term is already widely used among educators concerned with the elemer tary and high school end of the educational course, and it is creeping int higher circles. Shortly we shall be able to use it almost anywhere withoi having to "define" or "explain just what we mean." Those of us who believl in the visual idea, from repeated experience and demonstration in actual teacH ing practice, quite like the phrase, "the visual movement," and shall continu to use it as the logical name for a very significant phase of educational develop ment in the early part of the twentieth century. The name suggests that the thing is "moving" and implies concerted actio! of educators behind it to make it move. Both suggestion and implication arjj correct. Movement is unmistakable—adherents are multiplying daily—yet wj need have no illusions about the total progress achieved to date. Only a frad tion of the educational profession is seriously interested, and a still smallel fraction of those holding the power of initiative and decision in school policies The visual movement is not more than started—possibly well started—on til road it must travel before it can be said to be even approaching realization oi its possibilities. THE primary difficulties that keep the movement marking time in so mail quarters are easily enumerated. Here they are in strictly logical order? (1) Most school authorities not sufficiently convinced of its value to mall appropriations for its adoption. (2) Hence, no funds available for the essential equipment. (3) Hence, no chance for teachers to learn to use it effectively. (4) Hence, no market for worthwhile materials (slides and films). (5) Hence, no worthwhile producers can afford to supply them in quaa tity. (Exception in the case of slides. Supply of excellent slide! is well up to the present demand). (6) Hence, no final proof of the value of visual instruction is possible. (7) And many school authorities want "final proof before appropriating The last-named closes the vicious circle perfectly. It makes the sol$ tion of the first difficulty contingent upon the solution of the last—a pretf problem since final proof cannot be given until the preceding obstacles have beJ removed! It is a hard situation, indeed, but not without cure. The cure 98 1