He will work for days preparing some subject in which he has had opposition that excited his resentment in order to even up with the offender, and takes extreme delight in making his point. His tendency to anger is greater when feeling well pleased with himself. The residuum of his emotion involves attitudes of determination and idealization which plays an important role in his ambition in general. The description above will suffice to show the problem in individual differences in emotional life. With some subjects fear is the ruling passion. Subjects A. and B. have almost an even proportion of fear and anger during the period of observation. However these instances represent adult persons. How far the habitual emotional reactions are determined by training and instruction, is an important question. It is highly probable that the character of training in childhood and early adolescence plays a leading part. Subject C. above was an only child and took considerable license, almost getting beyond the control of his parents at an early age. J. reports that at early adolescence, anger was much more frequent and intense than at present. He believes that an early philosophical notion that intelligence should dominate the emotions, had an influence in establishing his present emotional habits. G. was early taught that it was sinful to get angry, an idea which he accepted at the time. His anger rarely refers to persons but vents on objects, principles and situations involved. He has relatively few emotions of anger. He believes that his early religious training was of importance in moulding the habitual reactions which he now assumes when angry. Such material as we have makes it entirely probable that a large part of the habitual mental reactions assumed in anger is the result of training. It may be said further that when instruction involves affairs of emotional life, individual difference become a still more pressing problem than when intelligence is the criterion. Other inferences of the role of anger in the act of instruction are suggested from the present study. If the teacher himself does not possess the ability of well defined resentment against an infringement of fairness, advantage of this defect may be taken by the alert pupil unless there is compensation for it in another direction as by the principle of co-operation, by love or pride appealed to. Cooley however puts the matter a little too strongly when he says, “No teacher can maintain discipline unless his scholars feel that in some manner he will resent a breach of it.” (Human Nature and the Social Order (4), Page 244.) The method of school control itself refers to some extent to the individual emotional life of the teacher, as well as pupil.