Give instances of intellectual, æsthetic and ethical feeling. What studies deal with these respectively?

Why do ideal objects (e.g., fictitious personages, such as Dickens' Little Nell) as well as actual, arouse our emotions? Compare the nature and intensity of the emotions experienced by (a) looking upon a beautiful landscape, (b) the memory of such a view, (c) the study of the artistic representation of it on canvas, (d) reading a poetic description of the landscape.

Compare as motives of action, (a) witnessing a brave deed with (b) reading a vivid description of it.

Give examples of feelings which you find to be pleasurable, unpleasurable, exciting, depressing, straining, relaxing. What respective conditions of the pulse usually accompany such feelings?

Give definite examples where you have experienced pleasurable feelings as the result of:

(a) The acquisition of knowledge.

(b) The contemplation of beauty in an object, e.g., the adaptation of its parts.

(c) Your relations with other persons.

VI.-RELATION OF EMOTIONS TO OTHER MENTAL PROCESSES:

Taking a few of the emotions (say fear, anger, joy, love, sympathy, hope), consider the effects of each.

1. On Intellectual processes (e.g., anger paralyzes the reasoning powers-an angry man is proverbially irrational, sympathy incites to mental activitywith an equal effort the pupil can do better work who is in sympathy with the teacher).

2. On Volition (e.g., fear decreases one's power to resolve and act-when greatly alarmed we

helplessly stand still instead of fleeing from the

danger or resisting it).

3. On other emotions (e.g., desire increases expecta-
tion, we look for three letters a day though we
write but two, hope and fear influence belief, we
confidently look for that which we long for, and
on the other hand, the fear of an impending dan-
ger makes us believe it will surely come).
4. On the Physiological processes (e.g., joy quickens
respiration, sudden fear arrests circulation, pro-
longed sorrow permanently injures the whole
organism). Make a list of emotions whose normal
exercise is conducive to health, and another list of
those which are detrimental.

Show that very intense emotional glow may interfere with Intellectual or Volitional activity when a moderate degree of feeling would be helpful.

Relativity of Feeling.-If a very loud sound is followed by a sound of slight intensity, what is the effect of the former on our judgment of the latter?

If a faint sound to which we have been listening for some time is followed by one which is very loud, how is the latter influenced? Similarly, after we have been suffering great pain, is a slight pain likely to be very disagreeable, (e.g., is not the cessation of toothache an actual pleasure by contrast)? After a period of unusual enjoyment, what is apt to be our feeling toward ordinary circumstances to which we are usually indifferent? Why is our return to friends more pleasurable after a long absence than when we have been separated for only a day? Give other examples of the relativity of feeling.

VII. THE GROWTH OF THE FEELINGS:

Consider the feelings which accompany the following activities in child life:

(a) The taste of candy, the perfume of a rose, the sound of a bell, the sight of a brightly colored shawl, the gentle brushing of the hair, eating and drinking when hungry, sitting in a cold draft, grasping an object with the hand, lifting a heavy weight, having a tooth extracted, rocking in a rocking chair.

(b) Looking in at the window of a candy store, the sight of a perfume bottle, the sound of church bells, the sight of a picture of the sea.

How do the feelings in (a) differ from those in (b)? To what extent do previous experiences and future possibilities influence the feelings experienced in connection with each of the second list of sensations?

Is it true in every sensation, even such as those in (a), that the accompanying feeling is conditioned by natural temperament and also by previous experience?

The sight of an empty wine glass awakens a craving for drink in the case of a drunkard. Examine the process of development by which such feeling has grown from interest in the thing itself to interest in something associated with it. Why may the feelings in (a) be said to be more ideal than those in (b)?

Wordsworth says of Peter Bell:

"A primrose by the river's brim,
A yellow primrose was to him,
And it was nothing more."

What impression does he wish to convey concerning Peter Bell?

From which of the following would a child four years of age probably derive the more pleasure:

(a) The color of a red shawl, or Raphael's picture of the Transfiguration?

(b) The rattle of a tin pan or one of Mozart's sonatas ? Does a child four years of age experience emotions of patriotism? How and when do such feelings arise?

Show that in the growth of feeling there is development, from sensuous to ideal, from vague to definite, from superficial to profound, from unrelated to related, from unconscious to conscious, from feelings concerning the present to feelings concerning the future, from feelings regarding self to feelings regarding others.

VIII.-RESULTS OF PAYING ATTENTION TO OUR FEELINGS:

What did we find to be the effect of attention to a sensation? What is its effect on the intensity of pleasure and pain? On the remembrance of pleasure and pain? Why can a child's crying be stopped by getting the child interested in something else? Why is it that wounded soldiers often do not know of their wounds until the battle is over? What is an invalid's best method of securing comparative freedom from pain? Why will anger and desire for revenge increase if we brood over an offered insult? Give other instances of the intensifying power of attention. What is the effect of exercise of the muscles on the strength, accuracy and quickness of movement? How does intellectual exercise permanently affect the ability to do intellectual work? Similarly show that the repeated expression of an emotion tends to strengthen the feeling. Will an angry man become more or less angry if he gives free expression to his feeling? What is the effect on character of always giving way to such a feeling? How are sympathy and affection influenced by giving expression to them through words or acts? Give other examples and find definite parallels in the physiological, intellectual and volitional fields. Consider in your own life the method of

growth of the feelings of rights, sympathy, reverence, faith, love, and of the conceptions of the good, the beautiful, the true, and of God, freedom and immortality.

IX.-CONDITIONS OF SENSUOUS PLEASURE AND PAIN:

A. On the Sensory Side.-Illustrate the following by examples in the field of each of the senses, and point out the educational bearing of the respective statements:

1. A very intense stimulation is usually painful.
2. A moderate stimulus gives pleasure.

3. (1) and (2) have exceptions; for instance, some
tastes, however slight, are always disagreeable,
and others, no matter how intense, are uniformly
pleasant.

4. The expenditure of stored-up energy, e.g., the use of the eye, after a period of rest, is pleasurable. 5. A too long-continued use of the same sense organ becomes painful.

6. Frequent change of occupation is, therefore, conducive to the student's happiness.

7. Too frequent change may become painful.

8. Pleasure is usually the accompaniment of an activity suited to meet some end of our being, to contribute to some life-furthering process.

B. On the Motor Side.

1. Intense physical exertion is usually painful.
2. Moderate exertion is usually pleasurable.
3. Exceptions from these principles are usually the

result from certain interests, e.g., games requiring
the most strenuous effort may yet be intensely
pleasurable, and the performance of an un-