790 PROCEEDINGS OF SECTION J. 
active expression of an effort for instinctive self-preserva- 
tion. An unconscious reflection of this instinctive- fear 
shows itself in the bad dreams which so often disturb a 
child’s sleep, and which in many cases cannot be traced to 
distinct impressions experienced in waking hours. Such 
an emotion will yield in time to wise treatment, and to the 
natural accumulation of individual experience. 
The emotion of surprise expressed by wide-open eyes and 
mouth, and by a cessation of movement, is usually aroused 
later in the child’s life, as it implies more of an active 
mental effort. Curiosity is an outcome of surprise and fear, 
and may be said to consist “ of a sort of chronic hunger for 
new sensations, which impels the child to handle, examine, 
taste, and otherwise experiment upon all objects which 
come within his reach.” Darwin, speaking of himself, says. 
“the restless curiosity of the child to know the what for? 
the why? and the how? of everything seems never to have 
abated its force.” 
The emotions of love and jealousy, implying as they do 
some elementary sort of selection, are usually excited at a 
later period, and are less instinctive than the earlier emo- 
ticns. Darwin noticed that his child showed jealousy when 
15} months old on seeing a doll fondled. Another child of 
the same age was jealous if he saw his father and mother 
kiss each other, and showed his disapproval with no un- 
certain sound. 
The esthetic emotions come very late (if at all) in most 
children, and only show themselves earlier in a love of bright 
colours. | Music and beautiful scenery apparently affect 
very few young children. There is no doubt that the de 
velopment of the emotions has been left very much to 
chance, and little if any attention has been paid to a 
proper cultivation of these earliest expressions of the child’s 
character. In our own matter-of-fact unemotional age the 
necessity for such a training grows every day more obvious 
and pressing. If education is to be harmonious, the emo- 
tional side of the child’s nature, his appreciation of, and 
wise enthusiasm for, whatever is good and noble and beauti- 
ful, and not merely his intellectual side, must be trained. 
Darwin confesses in his own case that his intense 
absorption in scientific pursuits first weakened and 
then entirely destroyed his love of literature. He says, 
“Up to the age of 30, or beyond it, poetry of many kinds. 
such as the works of Milton, Gray, Byron, Wordsworth, 
Coleridge, and Shelley, gave me great pleasure; and, even 
