Inevitably, the construction of a “beautiful book” requires more than just a native aesthetic sense to enter and comprehend its 3-D lessons. When visual information is placed on a “parallel track” with verbal text, and is considered like this text as content, then the question becomes how is this visual information taught? The design of the Teacher Edition Margins was meant to provide a set of instructional tools at the disposal of the teacher. With the wealth of visual information set in a purposeful frame they could then carry out instruction through this visual mode. The question engaged throughout this chapter is: “Just how successful was Liga­ ture in designing for Visual Learning as it is called in the program Scope and Sequence?