he
teacher, methods of governing, teaching, etc.)

4. When can you do your best work, when you are happy, or unhappy?
Cheerful, or "blue"? Confident and hopeful, or discouraged? In a spirit
of harmony and cooeperation with your teacher, or antagonistic? Now
relate your conclusions to the type of atmosphere that should prevail in
the schoolroom or the home. Formulate a statement as to why the "spirit"
of the school is all-important. (Effect on effort, growth, disposition,
sentiments, character, etc.)

5. Can you measure more or less accurately the extent to which your
feelings serve as _motives_ in your life? Are feelings alone a safe
guide to action? Make a list of the important sentiments that should be
cultivated in youth. Now show how the work of the school may be used to
strengthen worthy sentiments.

CHAPTER XV

THE EMOTIONS

Feeling and emotion are not to be looked upon as two different _kinds_
of mental processes. In fact, emotion is but _a feeling state of a high
degree of intensity and complexity_. Emotion transcends the simpler
feeling states whenever the exciting cause is sufficient to throw us out
of our regular routine of affective experience. The distinction between
emotion and feeling is a purely arbitrary one, since the difference is
only one of complexity and degree, and many feelings may rise to the
intensity of emotions. A feeling of sadness on hearing of a number of
fatalities in a railway accident may suddenly become an emotion of grief
if we learn that a member of our family is among those killed. A feeling
of gladness may develop into an emotion of joy, or a feeling of
resentment be kindled into an emotion of rage.

1. THE PRODUCING AND EXPRESSING OF EMOTION

Nowhere more than in connection with our emotions are the close
inter-relations of mind and body seen. All are familiar with the fact
that the emotion of anger tends to find expression in the blow, love in
the caress, fear in flight, and so on. But just how our organism acts in
_producing_ an emotion is less generally understood. Professor James and
Professor Lange have shown us that emotion not only tends to produce
some characteristic form of response, but that _the emotion is itself
caused by certain deep-seated physiological reactions_. Let us seek to
understand this statement a little more fully.

PHYSIOLOGICAL EXPLANATION OF EMOTION.--We must remember first of all
that _all_ changes in mental states are accompanied b