oses of illustration.

8. How long do children in your classes seem to be able to work hard at
verbatim memorization?

9. Under what conditions may the writing of the material being memorized
actually interfere with the process? When may it help?

10. Why may it not be wise to attempt to teach "their" and "there" at
the same time?

11. What is the type of memory employed by children who have
considerable ability in cramming for examinations? Is this type of
memory ever useful in later life?

12. What precaution do we need to take to insure permanence in memory
upon the part of those who learn quickly?

13. What is meant by saying that we possess memories rather than a power
or capacity called memory?

14. Do we forget with equal rapidity in all fields in which we have
learned? What factors determine the rate of forgetting?

15. Why should a boy think through a poem to be memorized rather than
beginning his work by trying to repeat the first two lines?

* * * * *

VI. THE TEACHER'S USE OF THE IMAGINATION

Imagination is governed by the same general laws of association which
control habit and memory. In these two former topics the emphasis was
upon getting a desired result without any attention to the form of that
result. Imagination, on the other hand, has to do with the way past
experience is used and the form taken by the result. It merges into
memory in one direction and into thinking in another. No one definition
has been found acceptable--in fact, in no field of psychology is there
more difference of opinion, in no topic are terms used more loosely,
than in this one of imagination. Stated in very general terms,
imagination is the process of reproducing, or reconstructing any form of
experience. The result of such a process is a mental image. When the
fact that it is reproduction or reconstruction is lost sight of, and the
image reacted to as if it were present, an illusion or hallucination
results.

Images may be classified according to the sense through which the
original experience came, into visual, auditory, gustatory, tactile,
kinaesthetic, and so on. In many discussions of imagery the term
"picture" has been used to describe it, and hence in the thought of many
it is limited rather definitely to the visual field. Of course this is
entirely wrong. The recall of a melody, or of the touch of velvet, or of
the fragrance of a rose, is just as much mental imagery a