This monograph will make no attempt to analyze the personality of the ideal teacher. It is assumed that the teacher of history has an adequate preparation to teach his subject, that he is in good health, and that his usefulness is unimpaired by discontent with his work or cynicism about the world. It is presupposed that he understands the wisdom of correlating in his instruction the geography, social progress, and economic development of the people which his class are studying. He is aware that the pupil should experience something more than a kaleidoscopic view of isolated facts. He recognizes the folly of requiring four years of high school English for the purpose of cultivating clear, fluent, and accurate expression, only to relax the effort when the student comes into the history class. He knows that the precision, logic, and habit of definite thinking exacted by the pursuit of the scientific subjects should not be laid aside when the student attempts to trace the rise of nations. Let us go so far as to assume a teacher who is both pedagogical and practical; scholarly without being musty; imbued with a love for his subject and yet familiar with actual human experience.

The nature of Education is determined by the nature of mind-that it can develop whatever it really is only by its own activity. Mind is in itself free; but if it does not actualize this possibility, it is in no true sense free, either for itself or for another. Education is the influencing of man by man, and it has for its end to lead him to actualize himself through his own efforts. The attainment of perfect manhood as the actualization of the Freedom necessary to mind constitutes the nat

The importance of the study of the emotions in relation to human conduct is well understood. Just how consciousness behaves under the influence of the fundamental human emotions like fear and anger, is one of vital interest to the psychologist and educator. It has always been difficult to study the structural side of our emotions because of an inability to control voluntarily our emotions for purposes of introspection. The structure of emotions is primarily important in so far as structure may allow an interpretation of function. The study of the emotions has for the most part been limited to theoretical discussions based on the observations of normal and abnormal persons and on the casual introspection of individual authors. This work is an attempt to study systematically the emotion of anger in relation to the behavior of consciousness, the ideas and feelings associated in the development of anger, the reactive side of consciousness under the influence of anger, individual differences in behavior, manner of the disappearance and diminution of anger, devices used in the control and facilitation of the emotion, and the conscious after-effects including the inter-relation of anger and other feelings, emotions and attitudes which follow.

The school is a product of civilization. It became necessary because of the division of labor caused by the multiplication of the interests of mankind which made it impossible for the home to continue wholly to care for the training of its children. The history of education must not merely treat of the development of the school, but it must consider education in its broader meaning; that is, as a history of civilization. For this reason some of the great educators of the world who have not been school teachers, must receive consideration.