A good angry outburst at times may be a good thing, but most frequently some sort of surrogate is more satisfactory. Habits of witticism, refined joking, a little good-natured play and teasing within the limits of propriety serves a worthy end for mental hygiene, and often leaves a basis for good will and a friendship which would otherwise be in danger. The habit of suddenly breaking up an angry tension by a good thrust of wit or joke would be a good one to inculcate with the irascibly inclined. Many persons suffer in feelings and lack of good friendship because they have never learned to be good mental sparrers and to relieve their emotions by socially appropriate reaction rather than by a method of repression which is cheaper at the moment but more expensive in the end. Their anger is too absorbing and serious. It lacks the necessary flexibility, their emotions are too near the instinctive level and when the instinctive tendencies are restrained they lack mental habits of purging their feelings in a satisfactory way, consequently suppression is resorted to as a self-defense. _Anger and Instruction._ As Terman (20) has pointed out, the emotions employed in the act of instruction need a systematic investigation. The emotions brought into play in school control, as incentive to work, emotional reactions which retard, and those which accelerate learning and efficient work in classes, these are little known scientifically. Anger, or, perhaps, better potentialities of anger in both teacher and pupils, is impulsively used in the role of teaching. Skill in using this emotion aright is part of the teacher’s stock in trade. Pugnacity in the form of rivalry is a common device.