expression, but
both will be checked if the nervous impulses can be made to continue in
their wonted courses in spite of the disturbing presentations. The real
secret of emotional control lies, therefore, in the power of voluntary
attention. The effect of attention is to cause the nervous energy to be
directed without undue resistance into its wonted channels, this, in
turn, preventing its overflow into new channels. By thus directing the
energy into wonted and open channels, attention prevents both the
movements and the feeling that are concomitants of a disturbance of
nervous equilibrium. By meeting the attack of the dog in a purposeful
and attentive manner, we cause the otherwise damming-up nervous energy
to continue flowing into ordinary channels, and in this way prevent both
the feeling of fear and also the flow of the energy into the motor
centres associated with the particular emotion. But while it is not
scientifically correct in a particular case to say that we may inhibit
the feeling by inhibiting the movements, it is of course true that, by
avoiding a present emotional outburst, we are less likely in the future
to respond to situations which tend to arouse the emotional state. On
the other hand, to give way frequently to any emotional state will make
it more difficult to avoid yielding to the emotion under similar
conditions.

OTHER TYPES OF FEELING

=Mood.=--Our feelings and emotions become organized and developed in
various ways. The sum total of all the feeling tones of our sensory and
ideational processes at any particular time gives us our _mood_ at that
time. If, for instance, our organic sensations are prevailingly
pleasant, if the ideas we dwell upon are tinged with agreeable feeling,
our mood is cheerful. We can to a large extent control our current of
thought, and can as we will, except in case of serious bodily
disturbances, attend, or not attend, to our organic sensations.
Consequently we are ourselves largely responsible for the moods we
indulge.

=Disposition.=--A particular kind of mood frequently indulged in
produces a type of emotional habit, our _disposition_. For instance, the
teacher who permits the occurrences of the class-room to trouble him
unnecessarily, and who broods over these afterwards, soon develops a
worrying disposition. As we have it in our power to determine what
habits, emotional and otherwise, we form, we alone are responsible for
the dispositions we cultivate.

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