But, secondly, there are found still more immediate means of
stimulating and strengthening the will, namely, in the _feelings_. The
feelings are more closely related to will than knowledge, at least in
the sense of cause and effect. There is a gradual transition from the
feelings up to will, as follows: interest in an object, inclination,
desire and purpose, or will to secure it. We might say that will is
only the final link in the chain, and the feelings and desires lead up
to and produce the act of willing. Even will itself has been called a
feeling by some psychologists and classed with the feelings. But the
thing in which we are now most concerned is how to reach and strengthen
the will through the feelings. Some of the feelings which powerfully
influence the will are desire of approbation, ambition, love of
knowledge, appreciation of the beautiful and the good; or, on the other
side, rivalry, envy, hate, and ill-will. Now, it is clear that a
cultivation of the feelings and emotions is possible which may strongly
influence the purposes and decisions of the will, either in the right
or wrong direction. It is just at this point that education is capable
of a vigorous influence in moulding the character of a child. The
cultivation of the _six interests_ already mentioned is little else
than a cultivation of the great classes of feeling, for interest always
contains a strong element of feeling. It is certain in any case that a
child's, and eventually a man's will, is to be guided largely by his
feelings. Whether any _care is taken_ in education or not, feeling,
good or bad, is destined to guide the will. Most people, as we know,
are too much influenced by their feelings. This is apparent in the
adage, "Think twice before you speak." Feelings of malice and
ill-will, of revenge and envy, of dislike and jealously, get the
control in many lives, because they have been permitted to grow and
nothing better has been put in their place. The teacher by _selecting
the proper materials_ of study is able to cultivate and strengthen such
feelings as sympathy and kindliness toward others; appreciation of
brave, unselfish acts in others; the feeling of generosity, charity,
and a forgiving spirit; a love for honesty and uprightness; a desire
and ambition for knowledge in many directions. On the other hand, the
teacher may gently instill a _dislike_ for cowardice, meanness,
selfishness, laziness, and envy, and bring the c