the other two types.  This is the kind most valuable in reasoning and thinking.  It deals with new situations—­constructs them, creates means of dealing with them, and forecasts the results.  It is the type of productive imagery called into play by inventors, by craftsmen, by physicians, by teachers—­in fact, by any one who tries to bring about a change in conditions by the functioning of a definite thought process.  This is the kind of imagery which most interests grammar school pupils.  They demand facts, not fancies.  They are most active in making changes in a world of things.

Idealistic productive imagery does not fly in the face of reality as does the fanciful, nor does it adhere so strictly to facts as does the realistic.  It deals with the possible—­with what may be, but with what is not yet.  It always looks to the future, for if realized it is no longer idealistic.  It is enjoyed for its own sake but does not exist for that alone, but looks towards some result.  It is concerned primarily with human lives and has a strong emotional tone.  It is the heart of ideals.  The adolescent revels in this type of productive imagery.  His dreams concerning his own future, his service to his fellow men, his success, and the like involve much idealistic imagery.  Hero worship involves it.  It is one of the differences between the man with “vision” and the man without.

The importance of productive imagery cannot be overemphasized.  This power to create the new out of the old is one of the greatest possessions of mankind.  All progress in every field, whether individual or racial, depends upon it.  From the fertility and richness of man’s productive imagination must come all the suggestions which will make this world other 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.