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Editorial 169 But even as a means of expressing physical facts, pictures should not »e used too exclusively merely to give information. Learning the process rj study in the long run is more important than the accumulation of a :nowledge of facts. One who would acquire a close acquaintance with hings must be observant. Hence the primary purpose of the visual nethod is to give real experience in observation to the end that there nay be growth in ability to observe with accuracy. Associated with this ct there should be a recognition of the relative values of features observed. Vhat to pass over in reading a picture is as important as what to seize ipon. This rule is quite as much to be observed here as in reading mguage expression. Training is necessary in both cases. The final test of what one has gotten from observing a picture is the bility to express clearly, accurately and vividly what is being seen. For he teacher to talk about a subject while pictures are thrown upon the creen may so divide attention as to defeat the ends of each form of xpression. Pictures should be so used as to challenge attention to the articular features the teacher believes to be significant for the topic under onsideration. Telling is not teaching. What a picture expresses can sually be seen readily if the teacher knows how to induce observation, hose being taught must take an active part in the study as it progresses, here is very little place in the classroom for illustrated lectures. As bservations are made, judgments should be secured from those being lught, and in time generalization be sought; thus the higher mental rocesses, which are not visual, are built upon the sound and primary )undation of perception. The higher mental processes are involved in le primary one, but sight, the visual sense, is concerned only with bservation. A. W. Abrams, r The Questionnaire HE following data on visual equipment in high schools of half a s dozen states are afforded by the questionnaire being circulated throughout the country by the Educational Screen. The process f tabulation is slow and must necessarily lag far behind the mailing, hese results appear from the first 5,000 questionnaires that went into the lails during February and March last. Unquestionably a certain number of the schools not replying to the lestionnaire already have equipment or are planning to purchase. A full port, therefore, would only increase the percentages given and therefore rengthen the evidence as to the progress of the visual movement.