th an
artistic and an esthetic quality. When they emerge into activities which
are tested by their product and when the socially serviceable value of
the product is emphasized, they pass into useful or industrial arts.
When they develop in the direction of an enhanced appreciation of the
immediate qualities which appeal to taste, they grow into fine arts.

In one of its meanings, appreciation is opposed to depreciation. It
denotes an enlarged, an intensified prizing, not merely a prizing,
much less--like depreciation--a lowered and degraded prizing. This
enhancement of the qualities which make any ordinary experience
appealing, appropriable--capable of full assimilation--and enjoyable,
constitutes the prime function of literature, music, drawing, painting,
etc., in education. They are not the exclusive agencies of appreciation
in the most general sense of that word; but they are the chief agencies
of an intensified, enhanced appreciation. As such, they are not only
intrinsically and directly enjoyable, but they serve a purpose
beyond themselves. They have the office, in increased degree, of all
appreciation in fixing taste, in forming standards for the worth of
later experiences. They arouse discontent with conditions which fall
below their measure; they create a demand for surroundings coming up to
their own level. They reveal a depth and range of meaning in experiences
which otherwise might be mediocre and trivial. They supply, that
is, organs of vision. Moreover, in their fullness they represent the
concentration and consummation of elements of good which are otherwise
scattered and incomplete. They select and focus the elements of
enjoyable worth which make any experience directly enjoyable. They are
not luxuries of education, but emphatic expressions of that which makes
any education worth while.

2. The Valuation of Studies. The theory of educational values involves
not only an account of the nature of appreciation as fixing the measure
of subsequent valuations, but an account of the specific directions
in which these valuations occur. To value means primarily to prize, to
esteem; but secondarily it means to apprise, to estimate. It means, that
is, the act of cherishing something, holding it dear, and also the act
of passing judgment upon the nature and amount of its value as compared
with something else. To value in the latter sense is to valuate or
evaluate. The distinction coincides with that sometimes made be