tion of children is
attempted it should be according to the sense by means of which they
learn best, and not according to some supposed image type. Many methods
of appeal for all children is the safest practical suggestion.

Images may also be classified according to the use made of past
experience. Past experience may be recalled in approximately the same
form in which it occurred, or it may be reconstructed. In the former
case the image is called reproductive image or memory image; in the
latter form it is called productive or creative image, or image of the
imagination. The reproductive image never duplicates experience, but in
its major features it closely corresponds to it, whereas the productive
image breaks up old experiences and from them makes new wholes which
correspond to no definite occurrence. The elements found in both kinds
of imagery must come from experience. One cannot imagine anything the
elements of which he has not experienced. Creative imagination
transcends experience only in the sense that it remodels and remakes,
but the result of that activity produces new wholes as far removed from
the actual occurrences as "Alice in Wonderland" is from the humdrum life
of a tenement dweller. Just the same, the fact that the elements used in
creative work must be drawn from experience is extremely suggestive from
a practical point of view. It demonstrates the need of a rich sensory
life for every child. It also explains the reason for the lack of
appreciation on the part of immature children of certain types of
literature and certain moral questions.

No more need be said here of the reproductive image, as it is synonymous
with the memory image and was therefore treated fully under the topic of
memory. One fact should be borne in mind, however, and that is, that the
creative image is to some extent dependent on the reproductive image as
it involves recall. However, as productive imagery involves the recall
of elements or parts rather than wholes, an individual may have talent
in creative imagery without being above the average in exact
reproduction.

Productive imagery may be classified as fanciful, realistic, and
idealistic according to the character of the material used. Fanciful
productive imagery is characterized by its spontaneity, its disregard of
the probable and possible, its vividness of detail. It is its own
reward, and does not look to any result beyond itself. Little children's
imaginations are