Visual instruction, as a vital force in education, is in its infancy. We have scarcely had time for anything like a scientific evaluation of the use of such new devices as the motion-picture film in the teaching process. The film has come to the schoolroom from the world of entertainment and has brought with it many handicaps and limitations. One of the great dangers which confronts visual instruction in classroom teaching is the confusion of entertainment with careful learning. It is regrettable that too frequent attempts are made to use such appealing visual devices as a substitute for, rather than as a supplement to, the oral and written methods of gaining knowledge.