A
person may hold class--go through the formality of a class exercise--but
he can _really teach_ only him who _attends_. The first big, outstanding
thought with reference to attention is that we should secure it, not so
much in the interest of order, important as it is in that connection,
but because it is the _sine qua non_ of _learning_.
A boy may sit in a class in algebra for weeks, with his mind far afield
on some pet scheme, or building palatial edifices in the air, but not
until he _attends_ does he begin to grasp the problems presented. It is
literally as well as scripturally possible "to have ears and hear not."
_Attention_ is the mother of learning.
Think of the force of that word _attention_ in the American Army. It is
a delight to see the ranks straighten to that command--would that our
messages of truth could challenge the same response from that vast army
of seekers after truth--the boys and girls of the Church. The soldier at
attention not only stands erect, nor does he merely keep silence--he is
eagerly receptive--anxious to receive a message which he is to translate
into action. His attitude, perhaps, is our best answer to the question,
"What is attention?" Betts says, "The concentration of the mind's energy
on one object of thought is attention.
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