Principles of teaching in secondary education by Foster Herbert Hamilton 1875-

Author:Foster, Herbert Hamilton, 1875- [from old catalog]
Language: eng
Format: epub, pdf
Tags: Teaching, Education, Secondary
Publisher: New York, Chicago [etc.] C. Scribner's sons
Published: 1921-03-25T05:00:00+00:00

CHAPTER IX THE APPRECIATION MODE I. Character and Function

Meaning of Sentiment. —Following the student's knowledge of a new situation with its appeal to him comes his response to it. When that response is predominantly intellectual, the situation is to that degree an intellectual one and the problematic mode of instruction is employed in the lesson development. However, in many cases and especially in humanistic studies, the response has in it something more than mere knowledge or discovery of truth. When I read a poem, contemplate a landscape, study an animal form, or even follow a geometrical demonstration, the response may be more than the merely intellectual one of knowing and of finding out, which in some cases may be comparatively negligible. I admire the form and style of the poem, the symmetry and color of the landscape, the wonderful adaptation in the animal life, the directness and simplicity of the demonstration. In other words, I form in each of these cases a critical judgment, pronouncing the object of study beautiful or true. This critical attitude, combined with the stronger feeling element, the satisfaction or dissatisfaction which accompanies it, is what is known as sentiment,^ and forms the basis of the situation response which we call appreciation. To appreciate a thing, therefore, means to experience this sentimental response to it.

Sentiment is more than mere emotion, though the terms are often used interchangeably. Emotion is a complete sur-

^ For a more adequate treatment of sentiment the reader is referred to Titchener's "Text Book of Psychology," pp. 499/.

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