In connection with the discussion of anger and of pride, define such terms as hate, envy, malice. Hatred is anger become chronic. Or we may also say the state of mind which leads to passionate paroxysms in the case of anger is called hate when it has turned into a settled inward disposition. In other respects the characteristic marks of both are the same. Envy is the obverse of pride. Pride is based on real or fancied superiority to others. Envy is due to real or fancied inferiority. Pride is the vice of the strong, envy of the weak. Malice is pleasure in the loss of others irrespective of our gain.

I have observed on a previous occasion that the feelings considered by themselves have no moral value. Nevertheless, we have now repeatedly spoken of moral feelings. The apparent contradiction disappears if we remember that all feelings of the higher order presuppose, and are the echo of complex systems of ideas. The moral feelings are those in which moral ideas have their resonance; and those feelings are valuable in virtue of the ideas which they reflect. The feeling of moral courage depends on the idea that the injuries we receive at the hands of fortune are not important, but that it is important for us to do credit to our rational nature. The feeling of moral indignation depends on the idea that the injuries we receive from our fellow-men are not important, but that it is important that the right be done and the wrong abated. The feelings of moral dignity and humility combined depend on the idea that it does not signify whether the shadow we cast in the world of men be long or short, but only that we live in the light of the moral aims.

The Moral Instruction of Children — Part 90

[16] See, e. g., the famous passage in Seneca, De Ira, iii, 15.

The Moral Instruction of Children — Part 90

We began our course of moral instruction with the self-regarding duties, and assigned the second place to the duties which relate to others. There is an additional reason besides the one already given for keeping to this order.

The Moral Instruction of Children — Part 90

If we were to begin with the commandments or prohibitions which relate to others--e. g., the sixth, eighth, and ninth commandments of the Decalogue--the pupil might easily get the impression that these things are forbidden solely because they involve injuries to others, but that in cases where the injury is inconsiderable, or not apparent, the transgression of moral commandments is more or less excusable. There are many persons who seem unable to understand that it is really sinful to defraud the custom-house or to neglect paying one's fare in a horse-car. And why? Because the injury inflicted seems so insignificant. Now, it is of the utmost consequence to impress upon the pupil that every action which involves a violation of duty to others at the same time produces a change in the moral quality of the agent, that he suffers as well as the one whom he wrongs. The subjective and objective sides of transgression can not in point of principle and ought not in actual consciousness to be separated. If, therefore, we begin by enforcing such duties as temperance the pupil will at once feel that the violation of the law changes his inward condition, degrades him in his own eyes, lowers him in the scale of being. The true standpoint from which all moral transgression should be regarded will thus be gained at the outset, and it will be comparatively easy to maintain the same point of view when we come to speak of the social duties.