1092 PROCEEDINGS OF SECTION J. 
sometimes at a great distance ; but she passes from fact to fact 
that have been established for ever, until at last she comes to the 
ultimate law or spirit which has inspired the earlier faith and 
emotion. 
The whole task of Attention, may be likened to that of the 
Astronomer who attempts to sound the star depths. In method 
and field her undertaking is strikingly similar ; her success must 
be as tentative and as gradually achieved. 
The Harmonics of Attention, with a reference to which this 
sketch is to close, are naturally as wide and varied as experience. 
The mental effort required to maintain the perception itself 
induces subordinate feelings of anxiety, hope, pleasure. The 
object upon which the mind is concentrated awakens memories by 
association that may be almost as full and fresh as new enjoyment. 
It will be necessary, therefore, again to denote the richness of 
this part of the subject rather by *boundary lines than by its sub- 
stance or colour. 
A remarkable instance is given in the life of Tennyson lately 
published of a high mental experience accompanying a certain 
act of Attention. 
The Poet was able, it is said, by concentrating his thought 
entirely on his own name to rise intoastate of exaltation in which 
all his noblest nature seemed to be alive and active. 
It is evident that such a result could not be attained by direct 
effort. The mind was turned to the ideal of self, denoted by the 
name, and the whole being awoke in unison with the activity of 
Attention. 
It might be shown that important results occur in the develop- 
ment of character, as secondary effects of devoting thought to 
worthy objects. The quality of the emotion or subordinate purpose 
very largely depends on the question occupying Attention. 
Again, as a matter practically involved in teaching, it might be 
pointed out that some of the phenomena which appear to denote 
inattention are often the necessary accompaniments of the mind’s 
action. 
A boy has come under the writer’s notice who seems incapable 
of receiving the instruction imparted unless he can keep his hands 
employed in some trivial occupation. If he looks intently at the 
teacher he apparently hears little or nothing that is said; but if 
he is allowed to play as he likes in a quiet way he is the smartest 
boy in the school. 
These incidents may, perhaps, serve to mark off this division of 
the subject, though, of course, they can but suggest in a bare fashion 
the wealth of its detail ; and as leading out away from Attention 
proper to that which is always involved in its activity, they may 
also serve as a limit for the present survey. 
