tor;
namely, that of their _reconstruction_ or working over. Few if any
images are exact recalls of former percepts of objects. Indeed, such
would be neither possible nor desirable. The images which we recall are
recalled for a purpose, or in view of some future activity, and hence
must be _selective_, or made up of the elements of several or many
former related images.

Thus the boy who wishes to construct a box without a pattern to follow
recalls the images of numerous boxes he may have seen, and from them all
he has a new image made over from many former percepts and images, and
this new image serves him as a working model. In this way he not only
gets a copy which he can follow to make his box, but he also secures a
new product in the form of an image different from any he ever had
before, and is therefore by so much the richer. It is this working over
of our stock of old images into new and richer and more suggestive ones
that constitutes the essence of constructive imagination.

The more types of imagery into which we can put our thought, the more
fully is it ours and the better our images. The spelling lesson needs
not only to be taken in through the eye, that we may retain a visual
image of the words, but also to be recited orally, so that the ear may
furnish an auditory image, and the organs of speech a motor image of the
correct forms. It needs also to be written, and thus given into the
keeping of the hand, which finally needs most of all to know and retain
it.

The reading lesson should be taken in through both the eye and the ear,
and then expressed by means of voice and gesture in as full and complete
a way as possible, that it may be associated with motor images. The
geography lesson needs not only to be read, but to be drawn, or molded,
or constructed. The history lesson should be made to appeal to every
possible form of imagery. The arithmetic lesson must be not only
computed, but measured, weighed, and pressed into actual service.

Thus we might carry the illustration into every line of education and
experience, and the same truth holds. _What we desire to comprehend
completely and retain well, we must apprehend through all available
senses and conserve in every possible type of image and form of
expression._

6. PROBLEMS IN INTROSPECTION AND OBSERVATION

1. Observe a reading class and try to determine whether the pupils
picture the scenes and events they read about. How can you tell?

2. Si