The value of feelings of appreciation are threefold: First, they serve as recreation. It is in enjoyment of this kind that most of the leisure of civilized races is spent. It serves on the mental level much the same purpose that play does, in fact, much of it is mental play of a kind. Second, they are impersonal. They are valuable in that they take us out of ourselves, away from self-interests, and therefore make for mental health and sanity as well as for a sympathetic character. They are also a means of broadening one's experience. Third, they have a close relationship with ideals and therefore have an active bearing on conduct. It is not necessarily true that one will tend in himself or in his surroundings to be like what he enjoys and appreciates, but the tendency will be strongly in that direction. If an individual truly appreciates, enjoys, beautiful pictures, good music and books, he will be likely, so far as he can, to surround himself with them. If he appreciates loyalty, openmindedness, tolerance, as he meets them in literature and history, he may become more so himself. At least, the developing of appreciations is the first step towards conduct in those lines. In order to insure the conduct, other means must be taken, but without the appreciation the conduct will be less sure. One who would count most in developing power of appreciation upon the part of children may well inquire concerning his own power of appreciation. There is not very much possibility of the development of joy in poetry, in music, or any other artistic form of expression through association with the teacher who finds little satisfaction in these artistic forms, who has little power of aesthetic appreciation. It is only as teachers themselves are sincere in their appreciation of the nobility of character possessed by the men and women whose lives are portrayed in history, in literature, or in contemporary social life that one may expect that their influence will be important in developing such appreciation upon the part of children. Those pupils are fortunate who are taught by teachers who have a sense of humor, who are able to grow enthusiastic over the intellectual achievement of the leaders in the field of study or investigation in which the children are at work. Children are, indeed, quick to discover sentimentalism or pseudo-appreciation upon the part of teachers, but even though they may not give any certain expression to their enjoyment, they are usually largely influenced by the attitude and genuine power of appreciation possessed by the teacher.