ing the time it continues, be very marked.

It is of course true that in voluntary attention the mind must choose
its own object of attention as an end, or aim, while in the involuntary
type the problem seems thrust upon us. This certainly does imply a
deliberate choice in the former, and to that extent may be said to
involve an effort not found in the latter. In like manner, when seeking
to attain the end which has been set up, the mind must select the
related ideas which will solve its problem. This in turn may demand the
grasping of a number of complex relations. To say, however, that all
striving to attain an end is lacking in a case of involuntary attention
would evidently be fallacious. When the mind is startled by a strange
noise, the mind evidently does go out, though in a less formal way, to
interpret a problem involuntarily thrust upon it. When, for instance, we
receive the violent impression, the mind may be said to ask itself,
"What strange impression is this?" and to that extent, even here, faces
a selected problem. The distinguishing feature of voluntary attention,
therefore, is the presence of a consciously conceived end, or aim, upon
which the mind deliberately sets its attention as something to be
thought _about_.

ATTENTION IN EDUCATION

=Voluntary Attention and Learning.=--From what has been seen, it is
evident that, when a pupil in his school approaches any particular
problem, the learning process will represent a process of voluntary
attention. This form of attention is, therefore, one of special
significance to the teacher, since a knowledge of the process will cast
additional light upon the learning process. The first condition of
voluntary attention is the power to select some idea as an end, or
problem, for attention. It was seen, however, that the focusing of
attention upon any problem depends upon some form of desirable change to
be effected in and through the set problem. For instance, unless the
recovery of the coin is conceived as producing a desirable change, it
would not become a deliberately set problem for attention. It is
essential, therefore, that the end which the child is to choose as an
object of attention should be one conceived as demanding a desired
change, or adjustment. For instance, to ask a child to focus his
attention upon two pieces of wood merely as pieces of wood is not likely
to call forth an active effort of attention. To direct his attention to
them to find out h