while he conveys the same fact, he does it in the terms of a definite single image, a specific individual process, that gives reality and distinction. It is by virtue of this method of presenting its material that literature performs another valuable and definite service for the child. This lies in increasing and supplementing in many directions his store of images. Of course, even the ordinary child has many images, since he has eyes and ears always open and fingers always active. But the sights and sounds he sees are not widely varied, and are rarely beautiful. It is the extraordinary, the occasional child who sees in his home many beautiful objects, who often hears good music, who sees in his street noble buildings, who is taken to the woods, the mountains, the sea, where he may store up many beautiful and distinguished images to serve him later for inner joy and as material for thinking. The other child whose experience is bounded by the streets, the shops, or the farm, will find his store of images increased and enriched by contributions from literature. And the fact that the images and pictures in literature are given with concreteness, with vividness, with vitality in them, not as abstractions nor as technical description, gives them place in the consciousness side by side with those registered by the memory from actual experience, and they serve the same purposes. Indeed, the mere raising of a detail to the plane of art, the fitting of an image or a picture into a poem or a story, gives it new distinction and increases its value. Says Fra Lippo: ... we're made so that we love First when we see them painted things we have passed Perhaps a hundred times nor cared to see. So the child, when the details he knows or may know in real life are set in literature, sees them surrounded with a halo of new beauty and value. This halo, this well-known radiance of art, spreads itself over the objects that he sees about him, and they, too, take on a new beauty, and so pass into his storehouse of images with their meaning and usefulness increased. Whatever else may be the function of the imagination in literature it has these two--that of seeing and creating organic wholes, and that of presenting concrete images and pictures; these two would entitle it to a distinctive place in the training of a child's imagination.