Visual sequences should be the first visual literacy exercises for reasons that are physio-psychological, semantic, and curricular. In infancy, vision is undifferentiated and undetailed. The number of details a child sees increases with age. Therefore, a series of pictures, rather than one photograph which tells a whole story, is more appropriate to a child's capacity. Although a sequence prepared by the child himself may be more meaningful than one prepared by another, a child may first have to rearrange other people's sequences before he understands how to make one himself. Sequences may also help to keep visual perception sharp rather than subordinate it to verbal facility, as now often happens. The semantic reason comes from the belief that people too often look at words as things, not as the representation of things. A series of pictures, which arrest motion, is more likely to be seen as representative. Finally, photo sequences can be used as metaphors to constructing sentences; they help the science student portray processes accurately; they help art students see feelingly. They are useful in many other disciplines as well. (JK)