Much less can be done as a matter of conscious technique when the occasion of study is to further appreciation.  A few suggestions might be offered.  First, the child should be taught the value of associating with those who do appreciate in the line in which he is striving for improvement.  He should be encouraged to consciously associate with them when opportunities for appreciation come.  Second, he should know the need for coming in contact with the objects of appreciation if true feeling is to be developed.  It is only by mingling with people, reading books, listening to music, that appreciation in those fields can be developed.  Third, the value of concrete imagery and of connections with personal experience in arousing emotional tone should be emphasized.  The child might be encouraged to consciously call up images and make connections with his own experience during study.

Study, when the object is to arrive at responses of judgment, is the type which has received most attention.  This type of study includes within itself several possibilities.  Although judgment is the only response that can solve the problem, still the problem may be one of giving the best expression in art or music or drama.  It may be the analysis of a course of action or of a chemical compound.  It may be the comparison of various opinions.  It may be the arriving at a new law or principle.  It is to one of these types of thinking that the term “study” is usually applied.  Important as it is, the other three types already discussed cannot be neglected.  If children are taught to study in connection with the simpler situations provided by the first two types, they will be the better prepared to deal with this complex type, for this highest type of study involves habit formation often and memory work always.

In the type of study involving reasoning, because of its complexity, and because the individual must work more independently, the child must learn the danger of following the first suggestion which offers itself.  He must learn to weigh each suggestion offered with reference to the goal aimed at.  Each step in the process must be tested and weighed in this manner.  To go blindly ahead, following out a line of suggestions until the end is reached, which is then found to be the wrong one, wastes much time and is extremely discouraging.  No suggestion of the way to adapt means to end should be accepted without careful criticism.  The pupil should gradually be made conscious of the technique of reasoning, analysis, comparison, and abstraction.  He must know that the first thing to do is to analyze the problem and see just what it requires.  He must know that the abstraction depends upon the goal.  The learner should be taught the sources of some of the commonest mistakes in judgment.  For instance, if he knows of the tendency to respond in terms of analogy, and sees some of the errors to which accepting a minor likeness between two situations as identity lead,