much of the emotional element possessed by 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