As an example of a lesson in which the pupil secures knowledge through the use of his imagination, may be taken first the case of one called upon to image some single object of which he may have had no actual experience, as a desert, London Tower, the sphinx, etc. Taking the last named as an example, the learner must select certain characteristics as, woman, head, lion, body, etc., all of which are qualities which have been learned in other past experiences. Moreover, the mind must organize these several qualities into the representation of a single object, the sphinx. Here, evidently, the pupil follows fully the normal process of learning. 1. The term--the sphinx--suggests a problem, or felt need, namely, to read meaning into the vaguely realized term. 2. Under the direction of the instructor or the text-book, the pupil selects, or analyses out of past experience, such ideas as, woman, head, body, lion, which are felt to have a value in interpreting the present problem. 3. A synthetic, or relating, activity of mind unifies the selected ideas into an ideally constructed object which is accepted by the learner as a particular object, although never directly known through the senses. Nor is the method different in more complex imagination processes. In literary interpretation, for instance, when the reader meets such expressions as: The curfew tolls the knell of parting day, The lowing herd winds slowly o'er the lea, The ploughman homeward plods his weary way And leaves the world to darkness and to me; the words of the author suggest a problem to the mind of the reader. This problem then calls up in the mind of the student a set of images out of earlier experience, as bell, evening, herd, ploughman, lea, etc., which the mind unifies into the representation of the particular scene depicted in the lines. It is in this way that much of our knowledge of various objects and scenes in nature, of historical events and characters, and of spiritual beings is obtained.