ty to make them true memory.

The narration or description of the story book, the history or geography
text; the tale of adventure recounted by traveler or hunter; the account
of a new machine or other invention; fairy tales and myths--these or any
other matter that may be put into words capable of suggesting images to
us are the field for reproductive imagination. In this use of the
imagination our business is to follow and not lead, to copy and not
create.

CREATIVE IMAGINATION.--But we must have leaders, originators--else we
should but imitate each other and the world would be at a standstill.
Indeed, every person, no matter how humble his station or how humdrum
his life, should be in some degree capable of initiative and
originality. Such ability depends in no small measure on the power to
use creative imagination.

Creative imagination takes the images from our own past experience or
those gleaned from the work of others and puts them together in new and
original forms. The inventor, the writer, the mechanic or the artist who
possesses the spirit of creation is not satisfied with _mere_
reproduction, but seeks to modify, to improve, to originate. True, many
important inventions and discoveries have come by seeming accident, by
being stumbled upon. Yet it holds that the person who thus stumbles upon
the discovery or invention is usually one whose creative imagination is
actively at work _seeking_ to create or discover in his field. The
world's progress as a whole does not come by accident, but by creative
planning. Creative imagination is always found at the van of progress,
whether in the life of an individual or a nation.

4. TRAINING THE IMAGINATION

Imagination is highly susceptible of cultivation, and its training
should constitute one of the most important aims of education. Every
school subject, but especially such subjects as deal with description
and narration--history, literature, geography, nature study and
science--is rich in opportunities for the use of imagination. Skillful
teaching will not only find in these subjects a means of training the
imagination, but will so employ imagination in their study as to make
them living matter, throbbing with life and action, rather than so many
dead words or uninteresting facts.

GATHERING OF MATERIAL FOR IMAGINATION.--Theoretically, then, it is not
hard to see what we must do to cultivate our imagination. In the first
place, we must take care to secure a