This monograph proposes a theoretical basis for advocating a program of disciplinary arts education as an integral part of general education from kindergarten through grade 12. The theme of the essay is the role that images play in everyday experience and the formation of the educated mind. Images are sensory patterns or patterns produced by the eye and brain. To create images out of sense qualities a person must resort to metaphor or to figures of speech. Imagery is centrally important in facilitating long-term retention and plays an important role in various styles of teaching, in problem solving, in values education, and in the learning of language. The role of imagery in the learning of skills, especially the skill of language concepts, attitudes, and values is examined to identify points at which the sensory image becomes crucial for understanding. The argument holds that the arts as learned in general education are used associatively and interpretively, rather than replicatively or applicatively. Their function is to enrich the allusionary base, the store of images, and the concepts that qualify for inclusion in general education. Discipline-based art education, as part of general education, must be teachable by the classroom teacher; and a program of pre-service and in-service training, to enable classroom teachers to obtain competence, is essential. (SM)