1. Are you subject to the "blues," or other forms of depressed feeling? Are your moods very changeable, or rather constant? What kind of a disposition do you think you have? How did you come by it; that is, in how far is it due to hereditary temperament, and in how far to your daily moods? 2. Can you recall an instance in which some undesirable mood was caused by your physical condition? By some disturbing mental condition? What is your characteristic mood in the morning after sleeping in an ill-ventilated room? After sitting for half a day in an ill-ventilated schoolroom? After eating indigestible food before going to bed? 3. Observe a number of children or your classmates closely and see whether you can determine the characteristic mood of each. Observe several different schools and see whether you can note a characteristic mood for each room. Try to determine the causes producing the differences noted. (Physical conditions in the room, personality of the teacher, methods of governing, teaching, etc.) 4. When can you do your best work, when you are happy, or unhappy? Cheerful, or "blue"? Confident and hopeful, or discouraged? In a spirit of harmony and cooeperation with your teacher, or antagonistic? Now relate your conclusions to the type of atmosphere that should prevail in the schoolroom or the home. Formulate a statement as to why the "spirit" of the school is all-important. (Effect on effort, growth, disposition, sentiments, character, etc.) 5. Can you measure more or less accurately the extent to which your feelings serve as _motives_ in your life? Are feelings alone a safe guide to action? Make a list of the important sentiments that should be cultivated in youth. Now show how the work of the school may be used to strengthen worthy sentiments. CHAPTER XV THE EMOTIONS Feeling and emotion are not to be looked upon as two different _kinds_ of mental processes. In fact, emotion is but _a feeling state of a high degree of intensity and complexity_. Emotion transcends the simpler feeling states whenever the exciting cause is sufficient to throw us out of our regular routine of affective experience. The distinction between emotion and feeling is a purely arbitrary one, since the difference is only one of complexity and degree, and many feelings may rise to the intensity of emotions. A feeling of sadness on hearing of a number of fatalities in a railway accident may suddenly become an emotion of grief if we learn that a member of our family is among those killed. A feeling of gladness may develop into an emotion of joy, or a feeling of resentment be kindled into an emotion of rage. 1. THE PRODUCING AND EXPRESSING OF EMOTION