of
music. The art gallery in the high school, the folk dances which have
been produced as a part of the school festivals, the reading of the best
stories, may prepare the way for the utilization of leisure time in the
pursuit of the nobler pleasures. The teacher with a saving sense of
humor, large in his power of appreciation of the great men and women of
his time, and all of the time keen in his own enjoyment and in his
ability to interpret for others those things which are most worth while
in literature and in art, may count more largely in the life of the
community than the one who is a master in some field of investigation.

QUESTIONS

1. What are the characteristics of the mental states which are involved
in appreciation?

2. Name the different types of situations in which appreciation may be
developed. Give examples.

3. Does the power to criticize poetry or music necessarily involve
appreciation?

4. To what degree may skill in creative work result in power of
appreciation?

5. What are the elements involved in appreciating human nature?

6. Give an example of appreciation of intellectual powers.

7. What is the essential element in the appreciation of humor?

8. Explain how the power of appreciation is dependent upon training.

9. What values in the education of an individual are realized through
growth in power of appreciation?

10. Why is it important for a teacher to seek to cultivate his own power
of appreciation?

11. What poems, or pictures, or music would you expect first-grade
children to enjoy? Why?

12. Would you expect fifth-grade children to grow in appreciation of
poetry by having them commit to memory selections from Milton's Paradise
Lost? Why?

13. Why is it important to allow children to choose the poems that they
commit to memory, or the pictures which they hang on their walls?

14. Why would you accept spontaneous expression of approval of the
characters in literature or in history, rather than seek to control the
judgments of children in this respect?

15. How may teachers prove most effective in developing the power of
appreciation upon the part of children?

* * * * *

IX. THE MEANING OF PLAY IN EDUCATION

All human activity might be classified under three heads,--play, work,
and drudgery,--but just what activities belong under each head and just
what each of the terms means are questions of dispute. That the
boundaries be