ill never get it from
the image, and if he does know it, he doesn't need an object image. It
seems to be a fact that object images do not function, in the sense that
one cannot get a correct answer as to color, or form, or number from
them. One can read off from a concrete image what he knows to be true of
it--or else it is just guessing. "Knowing" in each case involves
observation and judgment, and that means verbal images. Students whose
power of concrete imagery is low do, on the average, in situations where
a concrete image would supposedly help, just as well as students whose
power in this field is high. It does seem to be true that object images
give a vividness and color to mental life which may result in a keener
appreciation of certain types of literature. This warmth and vividness
which object images add to the mental processes of those who have them
is a boon.

On the whole, then, word images are the more valuable of the two types.
Upon them depends, primarily, the ability to handle new situations, and
even in the constructive fields they are all sufficient. These two
facts, added to the fact that they are more accurate, speedy, and
general in application, makes them a necessary part of the mental
equipment of an efficient worker, and means that much more attention
must be given to the development of productive symbol images.

Two warnings should be borne in mind: First, although the object images
are not necessary in general, as discussed above, to any given
individual, because of his particular habits of thought, they may be
necessary accompaniments to his mental processes. Second, although
object images may not help in giving understanding or appreciation under
new conditions, still the method of asking students to try to image
certain conditions is worth while because it makes them stop and think,
which is always a help. Whether they get object or word images in the
process makes no difference.

The discussion concerning the possibility of "imageless" thought, while
an interesting one, cannot be entered into here. Whether "meanings" can
exist in the human mind apart from any carrier in the form of some
sensory or imaginal state is unsettled, but the discussion has drawn
attention to at least the very fragmentary nature of those carriers. A
few fragments of words, a mental shrug of the shoulder, a feeling of the
direction in which a certain course is leading, a consciousness of one's
attitude towards a