imagination which can array scenes of life, construct romantic
experiences, and embody imaginary characters in dramatic situations,
but the much simpler sort of imagination which takes pleasure in
recalling past memories, and in forecasting and anticipating
interesting events. The boy who, weary of the school-term, considers
what he will do on the first day of the holidays, or who anxiously
forebodes paternal displeasure, is exercising his imagination; and the
truth is that the faculty of imagination plays an immense part in all
human happiness and unhappiness, considering that, whenever we take
refuge from the present in memories or in anticipations, we are using
it. The first point then that I shall consider is whether this
restless and influential faculty ought not in any case to be
_trained_, so that it may not either be atrophied or become
over-dominant; and the second point will be the further consideration
as to whether the faculty of creative imagination is a thing which
should be deliberately developed.

In the first place then, it seems to me simply extraordinary that so
little heed is paid in education to the using and controlling of what
is one of the most potent instinctive forces of the mind. We take
careful thought how to strengthen and fortify the body, we go on to
spending many hours upon putting memory through its paces, and in
developing the reason and the intelligence; we pass on from that to
exercising and purifying the character and the will; we try to make
vice detestable and virtue desirable. But meanwhile, what is the
little mind doing? It submits to the drudgery imposed upon it, it
accommodates itself more or less to the conditions of its life; it
learns a certain conduct and demeanour for use in public. Yet all the
time the thought of the boy is running backwards and forwards in
secrecy, considering the memories of its experience, pleasant or