Show psychology AND education attention defined necessity of attention tile the human mind is composed or made up of several faculties we know of these faculties facilities only through bleir operations that is we see different ferent actions brought about by the agency of the mind and we judge AD of tle the presence of some certain faculty which is the cause of such action c gi g ol 01 may caved laved witnessed some par performance say the aseen eion of a baloon note every stage of ilic the process and forms an image and consigns it to memory so that in days after I 1 am able to describe very minutely every detail but mental operations differ greatly in different periods in of life owing to what we call growth or development of capacity capa cit in early childhood we find very prominent the faculty of perception Childr childred er notice differences n ore quickly than grown persons this ibis was illustrated by a friend of mine in an experiment upon two small children this friend V gave to each a woo wooden oil ball a so near nearly y a alike I 1 that he could not mot distinguish the one from the other oilier if examined separately but these children had possession of the balls but a short time before each could tell his own property and would take it without mak making ily the mistake of getting the wrong one the explanation is simple one of the children had discovered upon his ball a very slight diff difference arence in the color of one of the lines painted upon it one of the most important if not the most important factors of the milel is ia the power known as attention one great educator las has said if we take care to engage the at tea tiou we may rest assured that the other oilier factors of the mind wil take care of themselves but what is ht attention sully s says ays attention may be roughly hl defined as the active self direction of the mind to any object which presents itself to it at the moment if this aliis lie be tile cause then to engage the attention the subject or object upon which the mind is to exercise must be interesting so that the child cannot help giving allisn tion most of the ideas we gain are from external objects either directly or indirectly if I 1 wish lito to obtain a knowledge in of some animal the best way for me todo to do t isto is to study the th e amibal itself and by this iii method ethod I 1 will obtain a general id idea ca of the form size and disposition etc of the animal welch says attention is tile the voluntary effort which any intellectual faculty puts forth to gain a I 1 knowledge t of its appropriate object it is the energetic n application of an intellectual tel tURI power to its peculiar purpose viz tile the attainment of complete knowledge o in the line of its special activity the ety etymology y of ill the e worl word attention atten lere to stretch towards suggests 9 ests its ile mea illig when applied to an act of mind attention is a strenuous mental act an all act impelled by the will in in which the intellect concentrates exclusively upon its object in attention the mind listens intently through the car scrutinizes earnestly it a visible object tb thorough orough tile the eye f listens fastens with exclusive vil vigor or on the memory of a past event etc tc etc F from rom the above it is clear that attention is an act of mind and would I 1 suggest that its nervous concomitants are certain processes i ili in those motor ator centres bentres which we know to bo be more especially concerned in move ment or action this conjecture is borne out atit by 13 illo alio fact that tile the net act of ol 01 attention is benerly accompanied ly muscular aarion stich ni lt belld bending 19 forward fixing of tile the eyes upon the 0 object I 1 jec t or thing a different kostu posture re aole of 0 the head beat a ud ass time add I 1 ff e I 1 ent affa affi dor ind likly or aa a I 1 tills 1 wi of abo s will sn illin ill in i very W close atte attention tiomi ij as in trying teia recall some event other bodily ac such achas as compressing the lips scratching the head etc are arc present in all close attention there is a feeling of in the brain braim which seems to indicate muscular effort sully stilly distinguishes two cl chief if cir es upon which the amount of attention exerted at any time depends P ends a the quantity of active energy disposable at the time b the strad strength th of the st stimulus or force which excites the attention or rouses it to action with great active energy a feeble stimulus will be sufficient to bring about attention at teli tion A healthy and vigorous child in the early part of the lay day has an abundance of energy which shows itself in attending to coin comparative para tive uninteresting matters on oil the hie other oilier hand band a tired child requires a greater stimulus before the attention will work any stimulus will exert an ail influence upon the ahe attention in proportion its as the change introduced into the mental menial state increases it is very important for the development ot of at attention that change should b be 0 introduced trod frequently both in tile the subjects je cis taught n and also in the manner in which they are taught A child that is always subjected to the same saing method in in recitation will necessarily become inattentive while on the other blind baud if the teacher vary his manner of conducting the recitation one lay day using say the hand band method another anether lay day calling upon members of the class promiscuously while still another to call upon members consecutively and even to use all the methods in the dafni same ice recitation ii aaion will be a great stimulus to the attention it is necessary for afuli discussion of the subject in hand band that we recognize two kinds of attention the first non voluntary attention or that kind of attention in id which the mind is attracted to some object without any direction by the will this kind of attention is necessarily passive for or the reason that it is only of momentary duration in ili lie flie second voluntary attention the faculty is held in a contemplation of its appropriate object by an act of the will arid and is therefore of longer duration attention becomes voluntary when interest is aroused in the mind by the object and the will holds the attention in a contemplo contemplation tion of the object t sully stilly in explaining the functions of will ivill in ill attention says it is important to understand the precise scope of tile wills action in inattention attention what is called voluntary dolunt ry attention is not a wholly new phase of the process af after ter the action of the will has supervened tile the forces of non von voluntary attention qt continues lo 10 be active a ne Lenden tendencies cies and the range ta of the wills action act ionis is limited by these thus the student most practiced in abstraction could not resist the allurement of f a beautiful melody sung within lis his hearing hea rinty by an act of will I 1 may resolve to turn my attention to some something thio cf say it a passage in a book but after this per peril process of 0 adjustment of the mental eye the object opens up no interesting pha phase all the willing in i alie lie world will not produce a calm settled sell led stale lie of concentration tito the will in introduces tro duces mind and object it cannot force mit iiii attachment between view them of ft a teacher ever cordi cordially liy in ill making a your and appropriate by an act of embrace e iri brace ampro P art an unsuitable find and therefore we uninteresting oct ct it is very important for tho the teacher iu order ord er to do good nak V present his most pleasing manner M i possible po isible so that ahn child will bcd lcd wand in and g give IV lid Lis 4 whole lioa attention aU cution to lite w werft brkl he it c t I 1 in d the school ra 0 iw K |