1. The mind must be allowed to dwell upon only those ideas to which worthy emotions are attached. We must refuse to think those thoughts that are tinged with unworthy feelings. The Apostle Paul has expressed this very eloquently when he says in his Epistle to the Philippians: "Finally, brethren, whatsoever things are true, whatsoever things are honest, whatsoever things are just, whatsoever things are pure, whatsoever things are lovely, whatsoever things are of good report; if there be any virtue, and if there be any praise, think on these things." 2. The teacher's main duty in the above regard is to provide the pupil with a rich fund of ideas to which desirable feelings cling. An impressive manner, an enthusiastic attitude toward subjects of study, an evident interest in them, and apparent appreciation of them, will also aid much in inspiring pupils with proper feelings, for feelings are often contagious in the absence of very definite ideas. How often have we been deeply moved by hearing a poem impressively read even though we have very imperfectly grasped its meaning. The feelings of the reader have been communicated to us through the principle of contagion. Similarly, in history, art, and nature study, emotions may be stirred, not only through the medium of the ideas presented, but also by the impressiveness, the enthusiasm, and the interest exhibited by the teacher in presenting them. 3. We must give expression to these emotions we wish to develop. Expression means the probability of the recurrence of the emotion, and gradually an emotional habit is formed. An unselfish disposition is cultivated by performing little acts of kindness and self-denial whenever the opportunity offers. The expression of a desirable emotion, moreover, should not stop merely with an experience of the organic sensations or the reflex reactions accompanying the emotion. To listen to a sermon and react only by an emotional thrill, a quickened heart beat, or a few tears, is a very ineffective kind of expression. The only kind of emotional expression that is of much consequence either to ourselves or others is conduct. Only in so far as our emotional experiences issue in action that is beneficial to those about us, are they of any practical value.