tsoever things are just, whatsoever things are pure,
whatsoever things are lovely, whatsoever things are of good report; if
there be any virtue, and if there be any praise, think on these things."

2. The teacher's main duty in the above regard is to provide the pupil
with a rich fund of ideas to which desirable feelings cling. An
impressive manner, an enthusiastic attitude toward subjects of study, an
evident interest in them, and apparent appreciation of them, will also
aid much in inspiring pupils with proper feelings, for feelings are
often contagious in the absence of very definite ideas. How often have
we been deeply moved by hearing a poem impressively read even though we
have very imperfectly grasped its meaning. The feelings of the reader
have been communicated to us through the principle of contagion.
Similarly, in history, art, and nature study, emotions may be stirred,
not only through the medium of the ideas presented, but also by the
impressiveness, the enthusiasm, and the interest exhibited by the
teacher in presenting them.

3. We must give expression to these emotions we wish to develop.
Expression means the probability of the recurrence of the emotion, and
gradually an emotional habit is formed. An unselfish disposition is
cultivated by performing little acts of kindness and self-denial
whenever the opportunity offers. The expression of a desirable emotion,
moreover, should not stop merely with an experience of the organic
sensations or the reflex reactions accompanying the emotion. To listen
to a sermon and react only by an emotional thrill, a quickened heart
beat, or a few tears, is a very ineffective kind of expression. The
only kind of emotional expression that is of much consequence either to
ourselves or others is conduct. Only in so far as our emotional
experiences issue in action that is beneficial to those about us, are
they of any practical value.

=Elimination of Emotions.=--Since certain of our emotions, such as anger
and fear, are, in general, undesirable states of feeling, a question
arises how such emotions may be prevented. It is sometimes said that, if
we can inhibit the expression, the emotion will disappear, that is, if I
can prevent the trembling, I will cease to be afraid. From what has just
been learned, however, the emotion and its expression being really
concomitant results of the antecedent obstruction of ordinary nervous
discharges, emotion cannot be checked by checking the