400 THE POPULAR SCIENCE MONTHLY. 



The general laws of retentiveness equally apply to emotional 

 growths. There must be repetition and concentration of mind to 

 bring about a mental association of pleasure or of pain with any ob- 

 ject. But there are peculiarities in the case such as to demand for it 

 a supplementary treatment. Perhaps the best way of bringing out 

 the points is to indicate the modes or species of growths, coming 

 under emotion and volition, that most obtrude themselves upon the' 

 notice of the educationist. 



I. We may quote first the associations of pleasure and pain with 

 the various things that have been present to us, dui'ing our experiences 

 of delight and suffering. It is well known that we contract pleasur- 

 able regards toward things originally indifferent that have been often 

 present to us in happy moments. Local associations are among the 

 most iamiliar examples ; if our life is joyous, we go on increasing our 

 attachments to our permanent home and neighborhood; we are 

 severely tried when we have to migrate ; and one of our holiday de- 

 lights is to revisit the scenes of former pleasures. A second class of 

 acquired feelings includes the associations with such objects as have 

 been the instruments of our avocations, tastes, and pursuits. The fur- 

 nishings of our home, our tools, weapons, curiosities, collections, books, 

 pictures all contract a glow of associated feeling, that helps to pal- 

 liate the dullness of life. The essence of affection, as distinguished 

 from emotion, is understood to be the confirming and strengthening 

 of some primary object of our regards. As our knowledge extends, 

 we contract numerous associations with things purely ideal, as with 

 historic places, persons, and incidents. I need only allude to the large 

 field of ceremonies, rites, and formalities, which are cherished as en- 

 larging the surface of emotional growths. The fine-art problem of 

 distinguishing between original and derived effects consists in more 

 precisely estimating these acquired pleasures. 



The educationist could not but cast a longing eye over the wide 

 region here opened up, as a grand opportunity for his art. It is the 

 realm of vague possibility, peculiarly suited to sanguine estimates. An 

 education in happiness pure and simple, by w^ell-placed joyous asso- 

 ciations, is a dazzling prospect. One of Sydney Smith's pithy sayings 

 was, " If you make children hnppy now, you make them happy twenty 

 years hence, by the memory of it." This referred, no doubt, to the 

 home-life. It may, however, be carried out also in the school-life; 

 and enthusiasm has gone the length of supposing that the school mny 

 be so w^ell constituted as to efface the stamp of an unhappy home. 



The growth of such happy associations is not the work of days ; it 

 demands years. I have endeavored to set forth the psychology of the 

 case ("The Emotions and the Will," third edition, p. 89), and do not 

 here repeat the principles and conditions that seem to be involved. 

 But the thread of the present exposition would be snapped, if I were 

 not to ask attention to the difference in the rate of growth when the 



