ing emotions in general, that of defining or describing them in
language, which is a tool of the intellect, is felt here. The only way
to know what appreciation means is to appreciate. No phase of feeling
can be adequately described--its essence is then lost--it must be felt.
Nevertheless something may be done to differentiate this type of feeling
from others.

Appreciation is an attitude of mind which is passive, contemplative. It
may grow out of an active attitude or emotion, or it may lead to one,
but in either case the state changes from one of appreciation to
something else. In appreciation the individual is quiescent.
Appreciation, therefore, has no end outside of itself. It is a
sufficient cause for being. The individual is satisfied with it. This
puts appreciation into the category of recreation. Appreciation then
always involves the pleasure tone, otherwise it could not be enjoyed. It
is always impersonal. It takes the individual outside and beyond his own
affairs; it is an other-regarding feeling. Possession, achievement, and
the like do not arouse appreciation, but rather an egoistical emotion.

One of the salient characteristics of emotions is their unifying power.
It has aptly been said that in extreme emotional states one _is_ the
emotion. The individual and his emotional state become one--a very
different state of affairs from what is true in cognition. This element
of unification is present to some extent in appreciation, although,
because of its complex nature, to a lesser extent than in a simpler,
more primitive feeling state. Still, in true appreciation one does
become absorbed in the object of appreciation; he, for the time being,
to some extent becomes identified with what he is appreciating. In,
order to appreciate this submerging of one's self, this identification
is necessary.

Appreciation is bound up with four different types of situations which
are of most importance to the teacher--(1) appreciation of the
beautiful, (2) appreciation of human nature, (3) appreciation of the
humorous, (4) appreciation of intellectual powers. The appreciation
found in these four types of situations must vary somewhat because of
the concomitants, but the characteristics which mark appreciation as
such seem to be present in all four. True, in certain of the situations
occurring under these types the emotional element may be stronger than
in others--in some the intellectual element may seem to almost outweigh
th