ess. Nor should this fact be
overlooked by the teacher. The study of a poem would be very incomplete
and unsatisfactory if it stopped with the apprehension of the ideas.
There must be emotional appreciation as well; otherwise the study will
result in entire indifference to it. In introducing, for instance, the
sonnet, "Mysterious Night" (page 394, _Ontario Reader, Book IV_), the
teacher might ask: "Why can we not see the stars during the day?" The
answer to this question would put the pupils in the proper intellectual
attitude to interpret the ideas of the poem, but that is not enough. A
recall of such an experience as his contemplation of the starry sky on a
clear night will put the pupil in a suitable emotional attitude. He is a
rare pupil who has not at some time gazed in wonder at the immense
number and magnificence of the stars, or who has not thought with awe
and reverence of the infinite power of the Creator of "such countless
orbs." A recall of these feelings of wonder, awe, and reverence will
place the pupil in a suitable mood for the emotional appreciation of the
poem. It is in the teaching of literature that the importance of a
proper feeling attitude on the part of the pupil is particularly great.
Without it the pupil is coldly indifferent toward literature and will
never cultivate an enthusiasm for it.

FACTORS IN APPERCEPTION

=Retention and Recall.=--The facts already noted make it plain that
apperception involves two important factors. First, apperception implies
retention and recall. Unless our various experiences left behind them
the permanent effects already noted in describing the retentive power of
the nervous organism and the consequent possibility of recall, there
could be no adjustment to new impressions on the basis of earlier
experiences.

=Attention.=--Secondly, apperception involves attention. Since to
apperceive is to bring the results of earlier experience to bear
actively upon the new impression, it must involve a reactive, or
attentive, state of consciousness; for, as noted in our study of the
learning process, it is only by selecting elements out of former
experience that the new impression is given definite meaning in
consciousness. For the child to apperceive the strange object as a
"bug-in-a-basket," demands from him therefore a process of attention in
which the ideas "bug" and "basket" are selected from former experience
and read into the new impression, thereby giving it a mean