f sensations
that come from the body. The hair stands on end, the heart throbs, the
circulation is hastened, breathing is interrupted, the muscles are
tense. This peculiar mass of sensations, blended with the
unpleasantness, gives the characteristic emotion of fear. But we need
not go into an analysis of the various emotions of love, hate, envy,
grief, jealousy, etc. The reader can do this for himself.[3]

[3] See James' _Psychology, Briefer Course_, Chapter XXIV.

Nearly every organ of the body plays its part in the emotions: the
digestive organs, the liver, the kidneys, the throat and mouth, the
salivary glands, the eyes and tear glands, the skin muscles, the facial
muscles, etc. And every emotion is made up of pleasantness or
unpleasantness and the sensations produced by some combination of bodily
reactions.

It is well for us to remember the part that bodily conditions and states
play in the emotional life. The emotional state of a man depends upon
whether he has had his dinner or is hungry, whether the liver is working
normally, and upon the condition of the various secreting and excreting
organs and glands. In a word, it is evident that our emotions fall
within a world of cause and effect. _Our feeling states are caused._

=Importance in Life.= Our feelings and emotions are the fountains from
which nearly all our volitional actions flow. Feeling is the
_mainspring_ of life. Nearly everything we do is prompted by love, or
hate, or fear, or jealousy, or rivalry, or anger, or grief. If the
feelings have such close relation to action, then the schools must take
them into account, for by education we seek to control action. If the
feelings control action, then we must try to control the feelings. We
must get the child into a right state of mind toward the school, toward
his teacher, and toward his work. The child must like the school, like
the teacher, and _want_ to learn.

Moreover, we must create the right state of mind in connection with
each study, each task. The child must come to feel the need and
importance of each individual task as well as of each subject. The task
is then desirable, it is to be sought for and worked at, it is important
for life.

This is merely enlisting the child's nature in the interest of his
education. For motive, we must always look to the child's nature. The
two great forces which pull and drive are _pleasure_ and _pain_. Nature
has no other methods. Formerly the school used pain