IV GUIDING PRINCIPLES IN ATTENTION TO UNDERTAKE an analysis of the inter ests in children that control attention is impossible. These interests are both varied and subtle. They defy enumeration. They in a large measure explain our differences and account for our various careers. We act in response to our feelings. Our feelings organize themselves about our interests, hence our interests control our conduct. To live right one's interest must be quickened for the right. In this field of interest, the field of experience, the teacher must find what Patterson Du Bois calls "the point of contact." His excellent treatise under this title1 every teacher should read. The Feelings and If parents and teachers of children in the primary school could be led to realize the significance of creating right interests in young souls, how joyous would become the after-processes in teaching, how readily would growing souls feed upon the truth, how splendid would be the happy procession of eager footsteps upward into 1 The Point of Contact in Teaching. holy living! I venture the assertion that our weak spot in education is our neglect of the education of the feeling-life of the child. When we seek guidance upon this vitally significant phase of mental growth we are met at the outset with the fact that the theme has not been in any adequate way considered. The great and potent feeling-life of the child is practically unknown and overlooked in our zeal to secure great issues in the thought-life of the child. William James points out the significant fact that the native interests of children lie altogether in the sphere of sensation. His discussion of this is most suggestive.1 We are interested in those things which in our past have for some reason become significant to us. If now a new truth is to be given, it is wise to link it with what we already know. Thus we compel the pupil's attention by appealing to his interest. A fine example of good teaching is recorded in Acts 17:22-31. Paul was in a strange city. It was the capital of culture. Its citizens were devoutly interested in their religion. They had gods innumerable. For these gods they entertained the greatest reverence. Paul knew this. He was quick to discover the basis of their interest. He begins his discourse by a reference to 1 'Talks on Psychology and Life's Ideals, chapter ix. Attention an altar and its inscription. They knew that altar. They knew that inscription. At once he had their attention. By a most skilful use of what they knew he led them to How Paul Secured understand what they did not know. The interest they had in what they knew was splendidly carried over into the region of truth which Paul wished them to know. Read the discourse carefully. See how, step by step, he led them from altar and inscription to God, the earth-creator, the life-giver, the brotherhood-builder, the omnipresent, the true God, the Father of the resurrected Christ. How simple his opening words, how skilful his leading to the one thing he always preached, the Christ. In the familiar parable of the sower the Great Teacher begins his discourse with a plain recital of an every-day event familiar How Jesus Secured to his disciples. He leads them. by most skilful transition to the Attention race-wide work of his people. When Socrates was an old man, he one day walked the streets of Athens alone. His head was bowed, his body was bent, his step was unsteady, in his hand he carried a massive cane. Under his shaggy eyebrows darted out the keen eye of an observant man. Coming up the street was a young man. He walked erect, his head well poised, his step elastic, his bearing worthy the Ephebi group to which he belonged. Socrates saw all this. He How Socrates Secured Attention was pleased. As the young man came near he stepped aside that the old sage might pass. Quick as a flash the heavy cane of the philosopher seemed to slip and trip the young man. The latter instantly recovered himself, and showed regret that he might in any way have annoyed one so old and so feeble. Suddenly Socrates turned, and, looking the youth full in the face, said: "My son, can you tell me where in this city I may buy bread?" The youth promptly replied, "Sire, up yonder street and two doors to the left." Pleased at the directness and politeness of the youth, Socrates said: "And, my son, can you tell me where in all this city I may buy wisdom?" The youth replied regretfully, "Indeed, sire, I know not." 66 'Then," said the sage, "follow me and learn." That youth was Xenophon, the life-long friend. and follower of the great Attic philosopher. Great teachers are these. Note how each grasped the fundamental law of teaching through the interest aroused in his hearers. There is a third type of attention that is worthy of more than a passing notice. It is usually characterized as expectant attention. The soul seems at times to anticipate what is to occupy the focus of consciousness, to be in a way aware of objects in consciousness before they are really in The soul at times seems to sense facts in advance of their clear definition in consciousness. Expectant the focus. Sometimes just an instant before the clock strikes or the bell rings we seem to be aware of the coming experience. The nerves seem to be set to catch a certain sensation, the sensation we desire, and lo! it comes. This expectancy is at times very marked. It is as if we set attention to watch for a certain fact or series of facts before they arise in consciousness. This is then followed by the facts expected arising in the focus of consciousness. Under this aspect of attention one may find a clew to the power of suggestion, of hypnotism, of mind-reading, and perhaps of so-called Christian Science. Of these phenomena we need not now take special notice. We do seem to get a more vivid impression if we set the attention trap in advance to catch the fact when it does enter the focus of consciousness. If we enter the class-room to teach, confidently expecting to succeed, we are thereby predisposed to success. A wise teacher always |