The emphasis on visual methods in Latin instruction is perhaps best shown by a comparison of Latin textbooks of twenty-five years ago and those of today. One significant difference is the greater number and better quality of illustrations in the later textbooks. There is a very definite effort in recent textbooks to illustrate, so far as possible, various aspects of Roman life in order to make it real to the pupil and to present pictures related to the words which compose the vocabulary. This article is concerned with an attempt to measure experimentally a new type of visual approach to the teaching of beginning Latin and to compare it with more common methods of teaching. Two groups of college students were selected; there were originally twelve students in each group, but only nine in each group completed the experiment. As shown in Table I, the control group was slightly superior in intelligence as measured by the Otis Self-Administering Test of Mental Ability, Higher Examination, Form A. The control group was also somewhat superior as measured by the Ohio State University Intelligence Test. None of the subjects had had any previous instruction in Latin. The groups were unequal in previous foreign-language training. The experimental group contained five individuals who had had previous training in a foreign language;