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.