15. Make a study of your own ideals. What ideals do you have? Where did you get them? What ideals did you get from your parents? What from books? What from teachers? What from friends? 16. Show that throughout life inherited tendencies are the fundamental bases from which our actions proceed, on which our lives are erected. 17. Make a complete outline of the chapter. REFERENCES FOR CLASS READING COLVIN and BAGLEY: _Human Behavior_, Chapters III, VIII, IX, and X. KIRKPATRICK: _Fundamentals of Child Study_, Chapters IV-XIII. MÜNSTERBERG: _Psychology, General and Applied_, pp. 184-187. PILLSBURY: _Essentials of Psychology_, Chapter X. PYLE: _The Outlines of Educational Psychology_, Chapters IV-IX. TITCHENER: _A Beginner's Psychology_, Chapter VIII. CHAPTER V FEELING AND ATTENTION =The Feelings.= Related to the instincts on one side and to habits on the other are the feelings. In Chapter III we discussed sensation, and in the preceding chapter, the instincts, but when we have described an act in terms of instinct and sensation, we have not told all the facts. For example, when a child sees a pretty red ball of yarn, he reaches out to get it, then puts it into his mouth, or unwinds it, and plays with it in various ways. It is all a matter of sensation and instinctive responses. The perception of the ball--seeing the ball--brings about the instinctive reaching out, grasping the ball, and bringing it to the mouth. But to complete our account, we must say that the child is _pleased_. We note a change in his facial expression. His eyes gleam with pleasure. His face is all smiles, showing pleasant contentment. Therefore we must say that the child not only sees, not only acts, but the seeing and acting are _pleasant_. The child continues to look, he continues to act, because the looking and acting bring joy. This is typical of situations that bring pleasure. We want them continued; we act in a way to make them continue. _We go out after the pleasure-giving thing._ But let us consider a different kind of situation. A child sees on the hearth a glowing coal. It instinctively reaches out and grasps it, starts to draw the coal toward it, but instinctively drops it. This is not, however, the whole story. Instead of the situation being pleasant, it is decidedly unpleasant. The child fairly howls with pain. His face, instead of being wreathed in smiles, is covered with tears. He did not hold on to the coal. He did not try to continue the situation. On the contrary, he dropped the coal, and withdrew the hand. The body contracted and shrank away from the situation.