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168 The Educational Screen The Basis of Visual Instruction WHAT is the true basis of the visual method of instruction? Unlesi this basis is quite definitely determined we are almost certain t( miss in a large measure the benefits to be derived from the us< of visual aids. Much is being said these days about interest. To run over our curren pedagogical writings one would be inclined at first to conclude that inter est is a newly discovered factor in education. As a matter of fact interes is as old as the race and the satisfying of interest has always been a lead ing stimulus to effort. Modern conditions doubtless give freer play to individual initiative but voluntary effort has always followed the direction of real interest. Again, there is a vast difference between stimuli that induce involun tary response of a superficial character and those that lead to sustainec purposeful effort. Those who are more concerned with ultimate rathe: than immediate results will seek to secure true visualizations and will no be satisfied with what amounts to little more than sensory impressions. Undoubtedly before pictorial forms of expression became common people generally gained clear notions of things and acquired ability t< make sound judgments. By the time they learned to read language readib they had through experience gained familiarity with many types of thing and through memory and imagination under the stimulus of languagi expression were able to visualize unseen combinations. Such menta ability still remains.. The distinctive merit of pictures in education lies in their concreteness They express somewhat directly and may express accurately the funda mental facts to be perceived; namely, form, size, position, color and motior These classes of facts are essential for all general ideas. All judgment and conclusions grow out of an analysis and synthesis of percepts. Every picture is specific. A general truth may be illustrated by picture; it is never expressed by one. To make known a judgment, state a conclusion, to express a general notion a picture is useless; languag alone is adequate. The field of usefulness of pictures, then, is confined directly to objects to things physical. Indirectly there is some further use for them, bu the fact must be faced that they are not adequate for universal use f education. Doubtless for their special province, if wisely chosen an intelligently used, they are of very great value. it