through the corresponding sense organs. For instance, Group A, being
visualizers, will be asked to read the material silently; Group B,
audiles, will have the material read to them; Group C, motiles, will be
asked to read the material orally, or asked to dramatize it. For each
group the major appeal should be made in terms of the sense
corresponding to their image type. But such a correspondence as this
does not exist. An individual may learn best by use of his eyes and yet
very seldom use visual images in recall. This is true of most people in
reading. Most people grasp the meaning of a passage better when they
read it than when they hear it read, and yet the predominant type of
word image is auditory-motor. Hence if any classification of children is
attempted it should be according to the sense by means of which they
learn best, and not according to some supposed image type. Many methods
of appeal for all children is the safest practical suggestion.

Images may also be classified according to the use made of past
experience. Past experience may be recalled in approximately the same
form in which it occurred, or it may be reconstructed. In the former
case the image is called reproductive image or memory image; in the
latter form it is called productive or creative image, or image of the
imagination. The reproductive image never duplicates experience, but in
its major features it closely corresponds to it, whereas the productive
image breaks up old experiences and from them makes new wholes which
correspond to no definite occurrence. The elements found in both kinds
of imagery must come from experience. One cannot imagine anything the
elements of which he has not experienced. Creative imagination
transcends experience only in the sense that it remodels and remakes,
but the result of that activity produces new wholes as far removed from
the actual occurrences as "Alice in Wonderland" is from the humdrum life
of a tenement dweller. Just the same, the fact that the elements used in