Education has to do with the function of anger in human needs, in growth and development and in mental hygiene. Ethics has at times advocated the elimination of anger as if it were a noxious product. From a pedagogical view, it should be cultivated and excited aright. The familiar moral exhortations, “Let not the sun go down on your wrath,” “Love your enemies and do good to those that hate you,” and others like them, are in accord with some satisfactory individual reactions to anger from the feeling side, which have been cited; but their universal application would not always serve the purpose of ethics. In pedagogical practice, they would fall short. A good healthy resentment is, at times, a good thing and should be kept alive. The emotion, if it works, must not die out too satisfactorily at the cost of real effort. There should be a working residuum for the time when it is needed. An injury may be forgiven too quickly and resentment given up too easily. A healthy fighting attitude, increased caution and willed action turned into productive work is often subverted for an immediate satisfactory ending of the emotion. There are none of the subjects studied but observe this wholesome effect of anger at times. Anger may disappear successfully and satisfactorily on the side of the feelings. The subject may attain the full sense of victory by a number of devices of make-believe, substitution, disguise, etc. An inner victory may be a good thing. In fact, all subjects would, at times, resort to imaginative processes motivated by the feeling and impulsive side of the emotion. A subjective satisfaction may in fact save the day, clear the mental atmosphere, so to speak, and allow mental life to continue along its habitual lines. On the other hand, a subjective victory may become too easy. On the verge of defeat, victory is at times imagined which takes the place of real volition. The fight may be carried too far through the medium of ideas leaving little enthusiasm for actual effort. A too easy habit of excusing the offender at times serves an unprofitable end. Anger should not be cut off too near its beginning by finding excuses too readily for the offender or offending situation. It should at least be allowed to get a little above the initial feeling stage to keep the emotional life alive or there is danger of lapsing into obliviousness to essential rights; mental life becomes too prosaic and commonplace, on a plateau with no capacity to acquire new levels.