Some people are permanently optimistic, others pessimistic. Some are always joyful, others as constantly see only the dark side of life. Some are always serious and solemn, others always gay, even giddy. These permanent emotional attitudes constitute temperament, and are due to fundamental differences within the body that are in some cases hereditary. Crossness and moroseness, for example, may be due to a dyspeptic condition and a chronically bad liver. The happy dispositions belong to bodies whose organs are functioning properly, in which assimilation is good--all the parts of the body doing their proper work. Poor eyes which are under a constant strain, through the reflex effects upon various organs of the body, are likely to develop a permanently cross and irritable disposition. Through the close sympathetic relation of the various organs, anything affecting one organ and interfering with its proper action is likely to affect many other organs and profoundly influence the emotional states of the body. In growing children particularly, there are many influences which affect their emotions, things of which we seldom think, such as the condition of vision and hearing, the condition of the teeth, nose, and throat, and the condition of all the important vital organs of the body. When a child's disposition is not what we think it ought to be, we should try to find out the causes. =Training the Emotions.= The emotions are subject to training. The child can be taught control. Moreover, he can be taught to appreciate and enjoy higher things than mere animal pleasure; namely, art, literature, nature, truth. The child thereby becomes a spiritual being instead of a mere pig. The ideal of the school should be to develop men and women whose baser passions are under control, who are calm, self-controlled, and self-directed, and who get their greatest pleasure from the finer and higher things of life, such as the various forms of music, the songs of birds, the beauties and intricate workings of nature. This is a wonderful world and a wonderful life, but the child may go through the world without seeing it, and live his life without knowing what it is to live. His eyes must be opened, he must be trained to see and to feel. It is not the place here to tell how this is to be done. This is not a book on methods of teaching. We can only indicate here that the business of the school is not merely to teach people how to make a living, but to teach them how to enjoy the living. There are many avenues from which we get the higher forms of pleasure. There are really many different worlds which we may experience: the world of animals, the world of plants, the mechanical world, the chemical world, the world of literature and of art, the world of music. It is the duty of the schools to open up these worlds to the children, and make them so many possibilities of joy and happiness.