hybrid that is neither. The right approach is to ask, "What can TV do that the classroom cannot do for French, or for physics?" The answer is: "TV can illustrate the interplay of process and the growth of forms of all kinds as nothing else can." The other side of the story concerns the fact that, in the visually organized educational and social world, the TV child is an underprivileged cripple. An oblique indication of this startling reversal has been given by William Golding's Lord of the Flies. On the one hand, it is very flattering for hordes of docile children to be told that, once out of the sight of their governesses, the seething savage passions within them would boil over and sweep away pram and playpen, alike. On the other hand, Mr. Golding's little pastoral parable does have some meaning in terms of the psychic changes in the TV child. This matter is so important for any future strategy of culture or politics that it demands a headline prominence, and capsulated summary: WHY THE TV CHILD CANNOT SEE AHEAD The plunge into depth experience via the TV image can only be explained in terms of the differences between visual and mosaic space. Ability to discriminate between these radically different forms is quite rare in our Western world. It has been pointed out that, in the country of the blind, the one-eyed man is not king. He is taken to be an hallucinated lunatic. In a highly visual culture, it is as difficult to communicate the nonvisual properties of spatial forms as to explain visuality to the blind. In the ABC of Relativity Bertrand Russell began by explaining that there is nothing difficult about Einstein's ideas, but that they do call for total reorganization of our imaginative lives. It is precisely this imaginative reorganization that has occurred via the TV image. The ordinary inability to discriminate between the photo graphic and the TV image is not merely a crippling factor in the learning process today; it is symptomatic of an age-old failure in