The dog’s feeling of duty, obligation and devotion was shown when he leaped upon the bottom of the bed “and settled himself, his head and eye to the dead face.”
Page 115: Rab remained in statu quo till the carrier returned; love and devotion filled his heart.
Page 115: His grief wholly absorbed him; he did not notice his medical friend when the cart left the hospital.
Page 117: After the carrier’s death, grief wore down the dog’s brave spirit; he became discouraged, impatient, resentful; “he was aye gur gurrin’, and grup gruppin’.” Yet he was faithful to his trust, for he was only impatient and resentful when a stranger came and interfered in the business of the dead carrier.
It is evident that the study of emotions is to a great extent a study of character, and that in this instance, we have given a tabulation of Rab’s traits of character. It is through the showing of his feelings that Rab influences us. A little introspection shows that we are feeling just what the dog feels, or that some emotion is aroused in us that responds to the feeling of the dog. We are not exactly surprised when the bulldog grips Rab, but we are indignant that he should have no chance to defend himself—we would be among the first to slit the muzzle. We may not be pleased that Rab killed the bulldog, but we are glad that Rab defended himself. We realize the strength of the mastiff’s powerful jaws, and are not amazed at what he did—we are now rather inclined to feel sympathy for the helpless little terrier.
So we might go on incident by incident and compare our feelings with those of Rab, but that would require much space and perhaps it would not be of great benefit to the reader, for our feelings may not be his feelings, and the things which arouse him may have little effect upon another. It is sufficient to call attention to the value of analysis, and show that self-study is a valuable adjunct to reading.
It is well that most children are not likely to indulge to any great extent in introspection, for too much is injurious. However, it can do the young no harm for them to study the feelings of others, and now and then examine their own emotions. By so doing, they may learn that some reading, which is destructive to peace and productive of unpleasant or evil feelings, should be avoided.
General Principles and Reflections
The studies so far given are comprehensive, and are suited to all forms of fictitious narrative. Most of the illustrations have been drawn from the simpler tales in the earlier volumes, but the studies are equally applicable to the more difficult selections of the later volumes, and may be easily adapted by the parent to children of any age. The restrictions of space have compelled us to offer but one set of studies here, but there are many simpler and many more difficult ones scattered through the books where the juvenile readers will find them, and it is hoped become interested in them. In another place we have shown parents how these may be found easily and used consecutively if they wish so to use them.
The studies here given serve to systematize the work and enable parents to see the logic of the plans. Children are not interested in the studies as such, nor in the plan, and, in fact, are liable to be repelled if the machinery of instruction is evident.