The importance of the study of the emotions in relation to human conduct is well understood. Just how consciousness behaves under the influence of the fundamental human emotions like fear and anger, is one of vital interest to the psychologist and educator. It has always been difficult to study the structural side of our emotions because of an inability to control voluntarily our emotions for purposes of introspection. The structure of emotions is primarily important in so far as structure may allow an interpretation of function. The study of the emotions has for the most part been limited to theoretical discussions based on the observations of normal and abnormal persons and on the casual introspection of individual authors. This work is an attempt to study systematically the emotion of anger in relation to the behavior of consciousness, the ideas and feelings associated in the development of anger, the reactive side of consciousness under the influence of anger, individual differences in behavior, manner of the disappearance and diminution of anger, devices used in the control and facilitation of the emotion, and the conscious after-effects including the inter-relation of anger and other feelings, emotions and attitudes which follow. The education of the emotions was first voiced by Aristotle who indicated that one of the aims of education should be to teach men to be angry aright. The author is under great obligations to President G. Stanley Hall, for without his inspiration the investigation would never have been begun or completed. A number of persons cooperated in the study both by criticism and observation of emotional experiences. The study would not have been possible without the kindly co-operation of the following: Professor and Mrs. G. E. Freeland, Mr. A. E. Hamilton, Dr. G. E. Jones, Dr. George Bivin, Dr. Frank E. Howard, Dr. W. T. Sangor, Dr. K. K. Robinson, Mr. D. I. Pope, Mrs. R. F. Richardson, Dr. E. O. Finkenbinder, Dr. Raymond Bellamy. R. F. R. University of Maine June 20, 1917 ------------------------------------------------------------------------ INTRODUCTION