ent, _i.e._, should persist in
the same situation outside of school. They should really stimulate those
to whom they are offered. They should not be too attractive in
themselves. Applying these principles it would seem that derived
interests that have their source in instincts, in special capacities, or
in correlation of subjects are of the best type, while such extremely
artificial incentives as prizes, half holidays, etc., are among the
poorest.

The value of derived attention is that it gets the work done or the
habit formed. Of course the hope is always there that it will pass over
into the immediate type, but if it does not, at least results are
obtained. It has already been shown that results may also be obtained by
the use of forced attention, which is also derived. Both derived free
attention and forced attention are means to an end. The question as to
the comparative value of the two must be answered in favor of the
derived free attention. The chief reasons for this conclusion are as
follows. First, derived free attention is likely to be more unified than
forced attention. Second, it arouses greater self-activity on the part
of the worker. Third, the emotional tone is that of being satisfied
instead of strain. Fourth, it is more likely to lead to the immediate
attention which is its end. Despite these advantages of derived free
attention over forced attention, it still has some of the same
disadvantages that forced attention has. The chief of these is that it
also may result in division of energy. If the means for gaining the
attention is nothing but sugar coating, if it results in the mere
entertainment of the worker, there is every likelihood that the
attention will be divided between the two. The other disadvantage is
that because of the attractiveness of the means used to gain attention
it may be given just so long as the incentive remains, and no longer.
These difficulties may be largely overcome, however, by the application
of the principles governing good incentives. This must mean that the
choice of types of attention and therefore the provision of situations
calling them out should be in this order: immediate free attention,
derived free attention, forced attention. All three are necessary in the
education of any child, but each should be used in its proper place.

The conditions which insure the best attention of whatever type have to
do with both physical and mental adjustments. On the physical side