. The "white lies" of children, the
embroidering of a story by the adult, the adding to and adding to the
original experience until all sense of what really happened is lost, are
but ordinary facts of everyday experiences. The unreliability of witness
and testimony is due, in part, to this confusion.

QUESTIONS

1. How is the process of imagination like memory?

2. What is the relation of imagination to thinking?

3. What kind of images do you seek to have children use in their work in
the subjects which you teach?

4. Can you classify the members of your class as visualizers, audiles,
and the like?

5. If one learns most readily by reading rather than hearing, does it
follow that his images will be largely visual? Why?

6. Give examples from your own experience of memory images; of creative
images.

7. To what degree does creative imagination depend upon past
experiences?

8. What type of imagery is most important for the work of the inventor?
The farmer? The social reformer?

9. Of what significance in the life of an adult is fanciful imagery?

10. What, if any, is the danger involved in reveling in idealistic
productive imagery?

11. What advantages do verbal images possess as over against object
images?

12. Why would you ask children to try to image in teaching literature,
geography, history, or any other subject for which you are responsible?

13. How would you handle a boy who is hi the habit of confusing memory
images with images of imagination?

14. In what sense is it true that all progress, is dependent upon
productive imagination?

* * * * *

VII. HOW THINKING MAY BE STIMULATED

The term "thinking" has been used almost as loosely as the term
"imagination," and used to mean almost as many different things. Even
now there is no consensus of opinion as to just what thinking is. Dewey
says, "Active, persistent, and careful consideration of any belief or
supposed form of knowledge in the light of the grounds that support it,
and the further conclusions to which it tends, constitutes reflective
thought."[5] Miller says, "Thinking is not so much a distinct conscious
process as it is an organisation of all the conscious processes which
are relevant in a problematic situation for the performance of the
function of consciously adjusting means to end."[6] Thinking always
presupposes some lack in adjustment, some doubt or uncertainty, some
hesitation in