. Studio international . may or may not exercise hismental imaging powers : thatbeing so, and the exercise of iliy being consideredessential, it becomes neces-sary to disi ova ome method loping it with cer-tainty. The initial difficultyis to know when the studentreally has an image in his minds eye. Suppose, for instance, that one saidto twenty students : I want you to see a thincrescent in your minds eye. How is one to know-that they all really see it, for they can easily thinka mere memory of the crescent is the same as amental image of it. Even when one has arrived atthe conclusion that the
. Studio international . may or may not exercise hismental imaging powers : thatbeing so, and the exercise of iliy being consideredessential, it becomes neces-sary to disi ova ome method loping it with cer-tainty. The initial difficultyis to know when the studentreally has an image in his minds eye. Suppose, for instance, that one saidto twenty students : I want you to see a thincrescent in your minds eye. How is one to know-that they all really see it, for they can easily thinka mere memory of the crescent is the same as amental image of it. Even when one has arrived atthe conclusion that the student understands clearlywhat a mental image means, one has still to facethe likelihood that he will be too lazy to make thenecessary effort to visualise. One has consequentlyto seek out things which cannot be drawn unlessmental imaging has taken place. I thought at firstthat a drawing made with the eyes shut would meetthat difficulty, but I found a drawing can be madewith the eyes shut when there is no mental picture. FIGS. 4-6. ILLUSTRATING MENTAL COMPOSITION OF DESIGN BY BOY STUDENTS,WHO ARE FIRST SHOWN THE UNIT, A B C D, WITH THE INSCRIBED FIGURE E
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