as its motive almost
exclusively. The child did his tasks to escape pain. For motive we now
use more often the positive influences which give pleasure, which pull
instead of drive. What will one not do _for_ the _loved_ one? What will
one not do _to_ the _hated_ one? The child who does not love his teacher
gets little good from school while under that teacher. Moreover, school
work is often a failure because it is so unreal, has so little relation
to an actual world, and seems foreign to any real needs of the child. No
one is going to work very hard unless the work is prompted by desire.
Our desires come from our needs. Therefore, if we are to enlist the
child's feelings in the service of his education, we must make the
school work vital and relate it, if possible, to the actual needs of the
child.

It must not be forgotten, however, that we must build up permanent
attitudes of respect for authority, obedience, and reverence for the
important things of life. Neither must it be forgotten that we can
create needs in the child. If in the education of the child we follow
only such needs as he has, we will make a fine savage of him but nothing
else. It is the business of the school to create in the child the right
kind of needs. As was pointed out in our study of the instincts, we
must make the child over again into what he ought to be. But this
cannot be a sudden process. One cannot arouse enthusiasm in a
six-year-old child over the beauties of higher mathematics. It takes ten
or fifteen years to do that, and it must be done little by little.

=Control of the Emotions.= Without training, we remain at the mercy of our
baser emotions. The child must be trained to control himself. Here is
where habit comes in to modify primitive action. The child can be
trained to inhibit or prevent the reactions that arise in hatred, envy,
jealousy, anger, etc. For a fuller discussion of this point we must wait
till we come to the discussion of habit and moral training.

=Mood and Temperament.= A mood is a somewhat extended emotional state
continuing for hours or days. It is due to a continuance of the factors
which cause it. The state of the liver and digestive organs may throw
one for days into a cross and ugly mood. When the body becomes normal,
the mood changes or disappears. Similarly, one may for hours or days be
overjoyed, or depressed, or morose, or melancholy. Parents and teachers
should look well to the matter of creating and est