THE PHYSIOLOGY OF EMOTION. 277 



ing, its short waking-time being principally occupied in feeding, in 



accumulating the material for its structural and functional growth. 



Its acts consist of sucking, crying, and kicking, and of using to some 



extent its eyes and ears. It does not at first see any thing as an 



object ; it merely undergoes the subjective sensation of light ; its 



retina and sensory ganglia are stimulated by light ; and, if the light 



be too bright and the stimulation too strong, it testifies the pain 



experienced, by contracting the eyelids and crying. On the other 



hand, it is pleased by being brought before a lighted candle or other 



gently-stimulating light. The acts very soon indicate pleasure or the 



reverse, and we know whether the child is pleased or not long before 



it can tell us. It is pained by cold or hunger or bodily suffering, by 



a too vivid light, by a loud or harsh sound, as it shows by crying, by 



movement of its body and facial muscles. Its pleasure is denoted by 



laughing, kicking, and corresponding movement and expression of face. 



It derives pleasure also from excitation of its centres of motion, from 



being tossed, dandled, and rocked, while rough and violent movements 



cause no less pain and discomfort. "We see, then, in such a child, 



manifestations of a very considerable amount of feeling feeling which 



is at this stage entirely bodily, or at the most sensory, arising from the 



exercise of the senses. 



A little later, and we find that the child can discriminate between 

 the voice and face of its mother or nurse and those of a stranger, 

 deriving pleasure from the one and pain from the other, and evincing 

 memory. It remembers what it sees and hears, and what it expe- 

 riences ; and as the original events were pleasant or painful, so are the 

 recollections of them, as we learn from the manifestations it exhibits. 

 "We know nothing of a child's inner life except from these manifesta- 

 tions, for it tells us nothing. All we learn is from its facta., its acts ; 

 it does not yet talk, and, when it commences, its talk is only of con- 

 crete objects. It has no abstract terms or generalizations in its vocab- 

 ulary. 



If we trace the development of this child, we see how its pleasures 

 and pains, which at first are entirely corporeal, merge by barely per- 

 ceptible degrees into mental feelings, and how these expand from mere 

 feelings into the emotions of adult life. Its feeling is being perpetu- 

 ally evoked by every thing that it sees and hears. By turns it displays 

 anger, fear, pain, or delight, and the feeling called up by one object is 

 only to be allayed by the substitution of another, which, stimulating 

 another centre, will by such stimulation rouse another feeling. If we 

 look at a boy of three years, healthy and strong, whose sleep and 

 appetite are good, and whose nerve-centres are full of force, we see 

 that his whole waking-time is employed in the keen enjoyment of 

 spending his nerve-force in incessant motion and play. There is no 

 work in him : his life is all active amusement, emotive movement. He 

 exhibits rage, terror, jealousy, wonder, vanity, love, the desire for 



