The reason why a whole year was given to the elements of interest and force in self-expression is found in the twofold nature of emotions. One set of emotions arises from the apprehension of good or avoidance of evil. Another set arises from the perception of the novel, humorous and beautiful. These latter comprehend the emotions of surprise, wonder, delight, awe, in general, the esthetic emotions. The other emotions, called appetitive, include love and hate, with desire and fear, joy and sadness, pity and anger and many others. Fortunately for the teacher the teaching of emotions is somewhat simplified by the fact that both kinds of emotions respond, not to abstract truth but to truth in the concrete and concrete truth takes on beauty or good and awakens emotions through the imaginations of teacher and student. Teachers who themselves imagine will awaken emotions and educate emotions by exercising them. Teachers who imagine will make pupils imagine by making them translate all truth from the abstract to the concrete. The perpetual question on the lips of the teacher, “For instance?” will embody truth in the concrete, exercise students in imagination and make truth emotional and abiding. Interesting and enthusiastic teachers are always training emotions. Emotion is not imparted by instruction; it is kindled by contact. Teachers who have their subjects transferred from dead books to their warm, living imaginations, will be interesting, will be moving. They will excite surprise and wonder by novelty and beauty of presentation. They will make their classes expand with love or shrink in horror at the pictures of good or evil. After imagination and actual feeling on the part of both student and teacher, the next best means of educating emotions is the stimulating of action, especially in the way of original self-expression through the written and spoken word. One of the happy tendencies of our modern education is the restoring of oral expression to its former high place. These means just mentioned will be helpful in any subject of the curriculum, but the principal instrument in the schools for training the emotions will be literature. Literature is the embodiment of human emotions, in story, in essay, poem, and speech. The schools must hold on to the teaching of literature. They must make a stand against the imperialism of facts and so-called practical subjects. The schools must never forget that it is at least just as practical to have a heart in life as to have a head. A modern French scholar has said: “Humanities and letters are man himself, to remove them from education, it would be necessary to commence by taking man from man.”