than what it is. Therefore one of the greatest tasks of
education at present is to cherish and cultivate this power. One cannot
fail to recognize, however, that with the emphasis at present so largely
upon memory, the cultivation of the imagination is being pushed into the
background despite all our theories to the contrary. Not only is
productive imagery as a whole worth while, but each type is valuable. An
adult lacking power of fanciful imagination lacks power to enjoy certain
elements in life and lacks a very definite means of recreation. Lacking
in realistic imagination he is unable to deal successfully with new
situations, but must forever remain in bondage to the past. Without
idealistic imagination he lacks the motive which makes men strive to be
better, more efficient--other than what they are. At certain times in
child development one type may need special encouragement, and at
another time some other. All should, however, be borne in mind and
developed along right and wholesome lines; otherwise, left to itself,
any one of these, and especially the last, may be a source of danger to
the character.

Images may be classified according to the material dealt with into
object images or concrete images and into word or abstract images. No
one of these terms is very good as a name of the image referred to. The
first group--object or concrete image--refers to an image in which the
sensory qualities, such as color, size, rhythm, sweetness, harmony,
etc., are present. The images of a friend, of a text-book, of the
national anthem, of an orange, of the schoolroom, and so on, would all
be object images. A word or abstract image is one which is a symbol. It
stands for and represents certain sensory experiences, the quality of
which does not appear in the image. Any word, number, mathematical or
chemical symbol--in fact, any abstract symbol will come under this type
of image. If in the first list of illustrations, instead of having
images of the real objects, an individual had images of words in each
case, the images would be abstract or verbal images. Abstract images
shade into concrete by gradual degrees--there is no sharp line of
division between the two; however, they do form two different kinds of
images, two forms which may have the same meaning.

The question as to the respective use and value of these two kinds of
images is given different answers. There is no question but that the
verbal image is more economical t