now is, “Let’s talk  French,” and “Let the bard be heard .” And 
oddly enough, with the demand for depth, goes the demand for 
crash-programming. Not only deeper, but further, into all 
knowledge, has become the normal popular demand since TV. 
Perhaps enough has been said about the nature of the TV 
image to explain why this should be. How could it possibly 
pervade our lives any more than it does? Mere classroom use 
could not extend its influence. Of course, in the classroom its 
role compels a reshuffling of subjects, and approaches to 
subjects. Merely to put the present classroom on TV would be 
like putting movies on TV. The result would be a 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.”