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title="94">himself does not possess the ability of well defined resentment against an infringement of fairness, advantage of this defect may be taken by the alert pupil unless there is compensation for it in another direction as by the principle of co-operation, by love or pride appealed to. Cooley however puts the matter a little too strongly when he says, “No teacher can maintain discipline unless his scholars feel that in some manner he will resent a breach of it.” (Human Nature and the Social Order (4), Page 244.) The method of school control itself refers to some extent to the individual emotional life of the teacher, as well as pupil.

When anger enters into the role of discipline, of the three types already discussed, that which springs from the sentiment of justice is most efficient in instruction. Anger which arises from irritable feelings, from its nature becomes a dangerous emotion to be used in discipline. Emotion of this type develops by a cumulative process till the point of anger has been reached. It too readily ignores justice and is easily transferred from the real offender and may finally break out against an innocent party who may have unwittingly touched off the feelings which have been accumulated by previous stimuli, consequently anger of this type which is so frequently displayed in school rooms usually defeats the ends of discipline. Anger with a fore-period of lowered self-feeling because of the personal element entering into this type of anger and the tendency to ignore justice can evidently be resorted to but sparingly in school control unless it also involves the sense of justice.

Another point the teacher has to take into account is that from his position, if he is held in respect, the anger he excites in the student will usually be preceded by humiliation and, if he has been unfair, it will be intensified by the sense of offended fairness. Anger of this type is the one most frequently followed by an emotional disposition against the offender. It is the residuum of unsuccessfully expressed anger of this type which becomes a disturbing element in school control with the student who is irascibly inclined. The wise teacher who understands the individual emotional life of the pupil and the nature of the after-period of anger, will skillfully remove the morbid residuum and ally the resentful pupil on his side. Dislike following anger, is skillfully removed, will frequently increase the friendship of the offender more than before the offense. This principle of compensation in the after-period is thus to be utilized in discipline. It may be a good plan deliberately to bring a moody pupil to the point of anger and let him vent his wrath. Any punishment in discipline has the possibilities of being dangerous to school control, especially with the student of pugnacious disposition, if the justice of the punishment cannot be recognized by the offending pupil. Evidently a mistake in control is not to recognize the individual differences in emotional life and to attempt to use the discipline of fear with an irascible boy who knows no fear. Anger, disappearing unsuccessfully, may leave a morbid residuum which completely disqualifies the student for efficient learning, consequently when it exists, it is the business of the educator to remove the morbidity, transform it into work or to have the pupil transferred; for it may be as serious a hindrance to learning as adenoids or defective sense organs.

There is every reason to believe that a large part of the mental reactions to anger is individually acquired habits, consequently successful and satisfactory reactions are a matter of training. Potentialities of anger may actually be taught indirectly by building up the sentiments and mental disposition from which anger arises. Whatever will increase ideals and new desires, achievements in school which allow a better opinion of self and build up the sentiment of self-regard, of fairness and justice, are at work at the very root of anger consciousness. The study of the mental situation from which anger arises allows every reason to believe that when there is a lack of potentialities to anger, it may be built up in this indirect manner. The student who lacks good healthy resentment when the proper stimulus is at hand evidently is weak in the sentiment of self-regard, desire to achieve, or sense of fairness.

Whatever exercises will excite the pugnacious instinct, if done satisfactorily may involve a training in emotional habits. Habits of good fighting in work and play, the give and take in debate, class discussion, the witty retort, boxing, the team games if carried on aright, afford good exercise for the emotions. To acquire good habits of behavior when under fire, to fight clean and to the finishing point, to take defeat in a sportsman-like manner, are valuable acquisitions educationally whether they are acquired in athletics or the rivalry of intellectual work. On the other hand, athletics and mental contests may be carried on under conditions of emotional reaction, which defeat the aim of healthy emotional habits and consequently lack their better educational significance.

1.  The Republic

BIBLIOGRAPHY
Ach, N. Ueber die Willenstatigkeit und das Denken. Eine Experimentelle Undersuchung mit einem Anhang: Ueber das Hippsche Chronoskop. Gottingen. Vandenhoech and Ruprecht. 1905. Bain, Alexander. The emotion and the Will. Third Edition. London. Longman. 1875. Bryan, W. D. and Harter N. Studies in the Physiology and Psychology of the Telegraphic Language. Psychological Review, Vol. 4: 27–58. Cooley, C. H. Human Nature and the Social Order. C. Scribner’s Sons. 1902. Dewey, John. Psychology. New York. American Book Company. 1890. Dewey, John. The Theory of Emotions. Psychological Review. II. pp. 13–32. Féré, C. L’antithèse dans l’expression des émotions. Rev. Philos. 1896. XLII, 498–501. Freud, S. Der Witz und seine Beziehung zum Unbewussten. Leipzig und Wien F. Deuticke. 1905. pp. 205. Freud, S. Drei Abhandlungen zur Sexualtheorie. Wien. Deuticke. 1910. Hall, G. Stanley. Adolescence. D. Appleton and Co. 1909. Hall, G. Stanley. A Study of Anger. American Journal of Psychology. Vol. 10. pp. 516–591. Irons, David. Psychology of Ethics. Edinburgh. Blackwood and Sons, 1903. James, W. Principles of Psychology. Henry Holt and Co. 1896. Külpe, O. Grundis der Psychologic. Leipzig Engelmann. 1893. p. 478. McDougall, W. An Introduction to Social Psychology. Seventh Edition. London. B. Luce. 1913. Ribot, Th. A. The Psychology of the Emotions. London. Walter Scott Ltd., Paternoster Square. 1897. Stanley, H. M. Studies in the Evolutionary Psychology of Feelings. Macmillan. 1899. Steinmetz, S. R. Ethnologische Studien zur ersten Entwicklung der Strafe nebst einer Psychologischen Abhandlung Uber Grausamkeit und Rachsucht. Vol. 2. Leyden. 1905. Titchener, E. B. Outlines of Psychology. Macmillan. 1906. Terman, L. The Teacher’s Health, A Study in the Hygiene of an Occupation. Houghton Mifflin Company. 1913. Wundt, W. Outlines of Psychology. Translated by C. H. Judd. Third Edition. Stechert. 1907. Wundt, W. Human and Animal Psychology. Translated by J. F. Creighton and E. B. Titchener. Macmillan. 1896.
INDEX
Ach: On study of will, 6. Anger: On voluntary control of, 7; introspection of, 7, 12–13; function of, 8, 68; mental situation giving rise to, ch. I; fore-period of, ch. I; referring to persons, 15, 16, 26; referring to objects; 14, 16, 77, 93; referring to self, 22–23; delayed disappearance of, 23–25; without immediate fore-period, 25–27; behavior of consciousness during, ch. II, 53; vocal expression of, 36–38; attributive reaction to, 33–46; contrary reaction to, 46–50; indifferent reaction to, 50; disappearance of, ch. III, 60–62; conscious after-effects of, ch. IV, 74; classification of, 75, 77; types of, 77–79; education of, ch. V; at servants and children, 15; in relation to justice, 16, 22, 83; after period of, 74, ch. IV; control of, 53, 58, 59; in school control, 91–94. Aristotle: On education of emotions, 1. Attention: Change of in disappearance of anger, 58. Attitude: Reaction to anger, 44–46, 58, 70. Attributive Reaction: In expression of anger, 32. Bain: On introspective view of anger, 12. Behavior: Importance in study of emotions, 3, 7. Bergson: Concerning anger and society, 83. Bryan and Harter: Effects of anger during practice, 88. Dewey, John: On relation of instinct and emotions, 12; concerning the function of anger, 83. Emotion: Function of, 5, 85–88; introspection of, 1; importance of structure of, 1; method of study of, 6; factors in development of, 11; initial steps of, 15. Feelings: Irritable feelings in development of anger, 13, 14–15. See pleasantness and unpleasantness. Féré: Concerning anger with paranoices, 12. Freud: On sex as a motive in conduct, 88; on theory of wit, 39–40. Function: Referring to anger, 8, 68, 72, ch. V Göthe: On function of resentment, 89. Gossip: And anger, 39, 42, 56, 59, 72. Hall: Concerning education of anger, 83; on education of emotions, 84. Habits: And expression of anger, 95. Hate: Development from anger, 72. Individual Differences: In emotional behavior, 59, 75, 91–94. Instruction: And anger, 91–93. Introspection: Difficulty of with emotions, 1. Imagination: A factor in control and expression of anger, 37, 62, 85; invective, 36–38. Imagery: Visual and motor in expression of anger, 33–35. Irony: A means of reaction to anger, 36–42. Irons, David: Appearance of anger, 12; behavior of consciousness during anger, 31. James, William: On function of anger, 33, 84. Joy: Following anger, 69, 73–74. Justice: Facilitates development of anger, 16; ignoring of when angry, 22, 83. Külpe: Concerning voluntary action and emotions,
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