Not long ago, children were passive recipients of what teachers and textbooks gave them. they read and heard about the earth, about the great changes produced on its surface through the activity of nature and man, about their people, their life and work and their adjustment to their environment, but no concrete experiences helped them to understand and digest what they were expected to learn. To get children acquainted with the world in which they live, they must be brought into personal contact with the world. To give children vivid and lasting impressions of materials and processes which they are to learn, and to awaken in them the desire and the ability to do their own exploring and discovering, educators must take them into the world, or bring the world to them. Visual instruction has become the most popular and the most efficient method of disseminating information and knowledge. In order to make visual education function successfully, three factors must be considered: (1) Careful selection of the material; (2) Proper presentation and discussion; and (3) Judicious organization of pupil experiences and of thought development. In larger cities, some of the best material for visual instruction is supplied by the large museums. For example, the Educational Museum of the St. Louis (Missouri) Public Schools supplies all of the schools of the city with objects and pictures for the illustration of all features of school work. Topics covered in this bulletin include: (1) Why visual education?; (2) Visual instruction in many fields; (3) Successful functioning of visual education; (4) Materials for visual education; (5) Take the children into the world; (6) Bring the world to the children; (7) The educational museum of the St. Louis public schools; (8) Establishment of a school museum; and (9) Opinions of principals in the St. Louis public schools. (Contains 1 footnote.) [Best copy available has been provided.]