A third type of anger is that which springs from social sentiments involving justice and fairness. It has little unpleasant fore-period and arises suddenly without the initial cumulative feeling development which is usual with the other types described. The point of anger is more readily reached; the emotion is nearer the surface as if it were ready for a sudden rise. The origin of anger of this type is not unlike anger which springs rather suddenly from an emotional disposition left over from the second type described above. The expression of the emotion in this type is less restrained, it is usually reported as pleasant throughout. While anger of this type is sensitive to justice and fairness, the two types above may grossly disregard these sentiments. In its wake is often observed the tendency to reappear. The after-period has not the possibilities of so intense pleasure as the second type above, nor of morbidity, nor of a disposition capable of being sublimated into work. The three types above may occur in a rather pure form but frequently they are mixed. When desire has been thwarted or pride has been wounded, a sense of miscarried justice or fairness with reference to self, intensifies the emotion. In addition to lowered self-feeling, the social sentiment of justice and fairness may re-enforce the irascible feelings or negative feelings of self. At times make-believe of offended fairness is assumed to justify the angry behavior, and consequently increases the intensity and allows pleasurable expression when the subject is vaguely aware that the real cause is his own selfish pride which has been wounded. ------------------------------------------------------------------------ CHAPTER FIVE EDUCATIONAL FUNCTION ------------------------------------------------------------------------ From the present study, anger may be said to have a two fold functional meaning. First it intensifies volitional action in a useful direction. Second, viewed from the mental conditions under which it occurs, it may be a superfluous affectivity and is largely an end in itself. These two functions are not to be separated. In fact any single emotion of anger in its different stages of reaction may be merely hedonic, it may serve a directly useful purpose or it may be both. These two functional aspects of anger are the basis for pedagogical conclusions.