Without going into the question fully, it may be pointed out that the
distinction between judgment and apprehension is relative. In every kind
of thought there is judgment of some sort in a greater or less degree of
prominence. Judgment and thought are in fact psychologically
distinguishable merely as different, though correlative, activities of
consciousness. Professor Stout further investigates the phenomena of
apprehension, and comes to the conclusion that "it is possible to
distinguish and identify a whole without apprehending any of its
constituent details." On the other hand, if the attention focuses
itself for a time on the apprehended object, there is an expectation
that such details will as it were emerge into consciousness. Hence he
describes such apprehension as "implicit," and in so far as the implicit
apprehension determines the order of such emergence he describes it as
"schematic." A good example of this process is the use of formulae in
calculations; ordinarily the formula is used without question; if
attention is fixed upon it, the steps by which it is shown to be
universally applicable emerge and the "schema" is complete in detail.

With this result may be compared Kant's theory of apprehension as a
synthetic act (the "synthesis of apprehension") by which the sensory
elements of a perception are subjected to the formal conditions of time
and space.

See G.F. Stout, _Analytic Psychology_ (London, 1896); F. Brentano,
_Psychologie_ (bk. ii. ch. vii.), and _Vom Ursprung sittlicher
Erkenntnis_; B. Titchener, _Outlines of Psychology_ (New York, 1902),
and text-books of psychology. Also PSYCHOLOGY.

APPRENTICESHIP (from Fr. _apprendre_, to learn), a contract whereby one
person, called the master, binds himself to teach, and another, called
the apprentice, undertakes to learn, some trade or profession, the
apprentice serving his master for a certain time.

Roman law is silent on the subject on this contract, nor does it seem to
have had any connexion with the division of the Roman citizens into
tribes or colleges. So far as can be seen it arose in the middle ages,
and formed an integral part of the system of trade gilds and
corporations by which skilled labourers of all kinds sought protection
against the feudal lords, and the maintenance of those exclusive
privileges with which in the interests of the public they were favoured.
In those times it was believed that neither arts nor sciences wo