It is seen to be the result of an operation of the will
against the natural force of interest. This three-fold classification is
of particular significance to the teacher. He may be sure that if he
resorts to the use of unusual stimuli he can arrest attention, though by
so doing he has no guarantee of holding it; he may feel certain of
attention if he can bring before pupils objects and ideas which to them
are interesting; he may so win them to the purposes of his recitation
that they will give attention even though they are not interested in
what may be going on for the time being. It is evident, however, that
resorting to violent stimuli is dangerous, that forced attention is
ultimately disagreeable and certainly not a modern commonplace in
experience, that attention which attends genuine interest is the
attention most generally to be sought.
One question still remains: "How shall we proceed to secure and to hold
attention?"
In the first place we should remind ourselves that it is a difficult
matter to give sustained attention to a single object or idea, unless
the object or idea changes. The difficulty is greater with children than
with adults. In the second place we should be mindful that it is poor
policy either to demand attention or to beg for it.
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