Rational-analytical methods prevail in school education and integral visual images and their use are underestimated. The utilization of "deformed" objects enables one to be convinced of image-bearing components of knowledge formation and to diagnostically distinguish between image and conceptual aspects of knowledge system. School education forms only strict, exact geometrical notions, though approximate ones comprise the class of visually similar objects. Such "zonal" classes can make the solving of geometrical problems much easier.