ABSTRACT
Imagery would appear to have little relation to the claims of imagination and its output in art and literature. The first tasks in imaginative constructive work must be such as are based upon the actual experience of the children and require only a regrouping of familiar experiences. People appear to differ very much in the type of imagery which predominates and in the vividness of the images which they can produce. A similar difference will be found among a group of people who record the imagery suggested to them by reading a given extract of poetry or prose. This difference in power and type of imagery is obviously important in the investigation of educational methods. The teacher is urged to make use of imagery as an instrument in the learning process, and sometimes one meets in text-books such precepts as "cultivate the power of imagery".
