THE CHILD'S EMOTIONS LIFELESSNESS OF TEXTBOOK DISCUSSION OF EMOTIONSThere is perhaps no topic in psychology that has accumulated more theory and has effected less change in behavior than emotions. The writer has been amazed again and again in conducting advanced classes in psychology to find that many students trained in the orthodox elementary courses do not recognize any personal acquaintance with emotions whatsoever. In fact one is led to wonder whether their courses, their textbooks, and their laboratory assignments have not taken all the flesh and blood elements out of emotions. Sometimes these students are not sure whether one is conscious of emotions or not. They are at a loss when asked whether they \now they are sad when they are, or whether they have to be told by someone else when they are joyful, or anxious, or angry. Textbooks have given detailed descriptions of facial appearance during violent emotion, and endless discussion has concerned itself with attempts to list and classify emotions. Such discussion of emotion, however, has done little to help individuals with their own emotional problems.
OUR IGNORANCE IN HANDLING CHILDREN'S EMOTIONSMany teachers, parents, and others trained from the older didactic textbooks may know much of the theoretical and experimental material on emotions and yet go about arousing negative emotions in the children whom they meet. A recent and very popular textbook in child psychology devotes six and one-half pages to a discussion of anger in children. Of this space, twelve lines have to do with prevention, consequences, 3111 This and the following quotations from Collected Studies on the Dionne Quintuplets (9) are reproduced by the courtesy of the author, Dr. Blatz, and the publishers, The University of Toronto Press.