THE PSYCHOLOGY OF ATTENTION. 1087 
Yet it is to be noted the gift or faculty is only half the secret 
of the phenomenon. There is in the object or truth contem- 
plated a fascination like that which is exerted by light upon 
the power of vision. These also are instances of the Attention of 
Attraction. 
Here then, may the subject be seen at its purest, and in many 
respects in its most attractive form. 
Into the activity other mental elements, as yet, do not enter. 
There is no necessity for Will; there is no inclination to look for 
reward. Certainly there is pleasure, and, in the highest cases, 
joy ; but these are not separable from the energy with which they 
are associated. The consciousness of mental activity invariably 
has pleasure for its beginning. The Attention that is won by 
Attraction is the direct unhesitating response of Mind to Nature 
to Truth ; and as it is at the beginning of life, so does it continue 
to be the human condition of entering into a living universe, that 
does not grow bare before knowiedge, but ever expands into 
newer and higher relations. 
The second phase of the subject presents in many ways a 
complete contrast to this simple natural activity. The mind has 
now to be directed towards objects of little or no primary 
interest ; its energy has to be maintained and controlled by 
external influence. 
The most perfect examples of this period, through which every 
intelligence must pass, are to be found in the experience of 
children or youths who are under the guidance of a teacher. 
The subjects of their study are provided, the methods to be 
followed are laid down, the inducements to progress are set forth, 
by those who have the care of their education. 
At first sight it might seem as though there were so many 
outside influences at work that the attention gained was really 
subordinate,—like that, in fact, employed by desire or fear ; but 
it will easily be seen that all the teacher’s aim is accessory to the 
Attention—the sustained mental effort’ of the scholar is the true 
end of education. 
Moreover, a little examination shows that the relation of 
teacher to scholar is not accidental or formal, but essential, and of 
the highest importance ; for it is the work of the teacher that 
supplies elements which make attention possible: he must 
invest the subject with a charm it does not at first possess ; he 
must strengthen the incipient purpose of the learner. 
Thus it may be seen how this division of Attention stands 
midway betweenthe other two, and is connected with them. Here 
by human means, objects are made to copy Nature in grace and 
interest, and young minds are led to effort that is the imitation 
of high pure purpose. 
