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VISUAL EDUCATION
A National Organ of the New Movement in American Education
Nelson L. Geeene, Editor
Published every month except July and August Copyright, April, 1920, by the Society for Visual Education, Inc.
Volume I APRIL, 1920 Number 2
Notice
We have encountered some of the difficulties older magazines have recently experienced and the result is that this issue of Visual Education appears about one month later than the time it was expected that it would appear. The difficulties have been overcome, and future issues may be expected on time.
In view of the unavoidable delay, this number is called the April issue. Consequently only eight numbers will appear this year. The second volume will begin with January, 1921, and will contain ten numbers. There will be no loss as a consequence of this change in plans. Our readers will lose nothing, for all manuscript intended for publication will appear in due time. Our subscribers will lose nothing, for their subscriptions have been extended to include two additional numbers. Our advertisers will lose nothing for their advertisements will appear at the expected times.
Editorial
The appeal to the eye was made to the Cave child and the process has been endlessly repeated with all the myriads who have succeeded him. The crude outline of the mastodon scratched on the cavern walls certainly conveyed information to the primitive eyes that viewed it. Intentionally or unintentionally, those walls were blackboards, that child the first experimental subject in visual instruction. That the artist was unaware of his teaching and the child unconscious of his tutelage changes not their primacy in the long history of pedagogy.
The greater part of education, now as then, is not deliberate or intentional. It is a slow process, but constant and inevitable. Every conscious moment, from the first cry to the last breath, performs its share in working the final miracle, the development of an individual personality. Every experience modifies, develops, educates the rational being that receives it. Experiences can come only through the senses and the visual sense is admittedly the most constantly used. If man, then, derives all material for growth solely through his senses, he owes the greater part of his present personality to his eyes. Therefore, belief in visual education is merely an acknowledgment of the supremacy of our supreme faculty. Natural education uses it to the full. Formal education must do the same.