This paper, conceptual but with empirical support, fills in some blanks in Vygotsky's reworking of Spinoza's "Ethics." Here Vygotsky sought to develop a developmental theory of emotions that would fit his developmental theory of higher psychological functions; that is, one which used function to explain how structure changes (much as Darwin had already done) and used social and cultural history to explain how functions change (much as Halliday would later do). We propose three ways -- roughly, the structural, the functional, and the developmental -- to continue Vygotsky's unfinished 'The Teaching about Emotions', which we illustrate with instances from classroom data. Using the systemic-functional approach of Halliday, we show how language development provides an answer to the Cartesian dualism that has divided thinking from feeling, how objective logical and experiential meanings emerge from emotionally colored and interpersonal ones, and how the study of speech can bypass the 'theory of mind' problems that have long bedevilled child development studies. Each step draws support from a teaching log of first year elementary students in South Korea maintained by one of the authors, and each step suggests a different kind of classroom talk.