literate, specialist culture. It blurs many cherished attitudes and procedures. It dims the efficacy of the basic pedagogic techniques, and the relevance of the curriculum. If for no other reason, it would be well to understand the dynamic life of these forms as they intrude upon us and upon one another. TV makes for myopia. The young people who have experienced a decade of TV have naturally imbibed an urge toward involvement in depth that makes all the remote visualized goals of usual culture seem not only unreal but irrelevant, and not only irrelevant but anemic. It is the total involvement in all-inclusive nowness that occurs in young lives via TV's mosaic image. This change of attitude has nothing to do with programming in any way, and would be the same if the programs consisted entirely of the highest cultural content. The change in attitude by means of relating themselves to the mosaic TV image would occur in any event. It is, of course, our job not only to understand this change but to exploit it for its pedagogical richness. The TV child expects involvement and doesn't want a specialist job in the future. He does want a role and a deep commitment to his society. Unbridled and misunderstood, this richly human need can manifest itself in the distorted forms portrayed in West Side Story. The TV child cannot see ahead because he wants involvement, and he cannot accept a fragmentary and merely visualized goal or destiny in learning or in life. MURDER BY TELEVISION Jack Ruby shot Lee Oswald while tightly surrounded by guards who were paralyzed by television cameras. The fascinating and involving power of television scarcely needed this additional proof of its peculiar operation upon human perceptions. The Kennedy assassination gave people an immediate sense of the television power to create depth involvement, on the one hand,