his parents to groups of persons and institutions. He develops a love of his school, of his city, of his country, and of his religion. In every case the sentiment is fundamentally love, though it may be called loyalty, patriotism, or enthusiasm.
When sentiments conflict, it may be either with other sentiments or with emotions. The child's love of his parents may conflict with his momentary anger at them. The sentiment of avarice may conflict with patriotism or filial love. When two sentiments conflict, that one will conquer which has been most habitually at one with the character as a whole. In every conflict between sentiment and emotion, the sentiment is likely to overcome the emotion which opposes it. The emotion owes its strength to its suddenness and intensity; but it soon exhausts itself, and the sentiment with which it clashed remains dominant. It is a sign of moral progress when the sentiment completely controls and organises the emotions and desires of life in accordance with its own end. It is a fundamental moral law, according to Mr. Shand, that "in the growth of character, the sentiments tend, with increasing success, to control the emotions and impulses; in the decline of character, the emotions and impulses tend, with increasing power, to achieve their freedom."[1]
There is a certain stability about sentiments. They are not swayed by every gust of feeling. They are gradually formed, and though they may be subsequently modified, this will not be done easily or quickly. There is something morally conservative about sentiments. Our sentiments often persist
- ↑ Op. cit. p. 62.
