or is not yet able to do. His desire to bring about this change or
to reach this end not only holds his attention upon the problem, but
also adjusts it to whatever ideas are likely to assist in solving the
problem. When, therefore, pupils approach a lesson with an interesting
problem in mind, the teacher finds it much easier to centre their
attention upon those factors which make for the acquisition of the new
experience.

INVOLUNTARY ATTENTION

=Nature of Involuntary Attention.=--Attention is met in its simplest
form when the mind spontaneously focuses itself upon any strong stimulus
received through the senses, as a flashing light, a loud crash, a bitter
taste, or a violent pressure. As already noted, the significance of this
type of attention lies in the fact that the mind seeks to adjust itself
intelligently to a new condition in its surroundings which has been
suggested to it through the violent stimulus. The ability to attend to
such stimuli is evidently an inherited capacity, and is possessed by
animals as well as by children. It is also the only form of attention
exercised by very young children, and for some time the child seems to
have little choice but to attend to the ever varying stimuli, the
attention being drawn now to a bright light, now to a loud voice,
according to the violence of the impressions. On account of the apparent
lack of control over the direction of attention, this type is spoken of
as spontaneous, or involuntary, attention.

=Place and Value.=--It is only, however, during his very early years
that man lacks a reasonable control even over relatively strong
stimulations. As noted above, the mind acquires an ability to
concentrate itself upon a single problem in the midst of relatively
violent stimulations. Moreover, in the midst of various strong
stimulations, it is able to select the one which it desires, to the
exclusion of all others. At a relatively early age, for instance, the
youth is able, in his games, to focus his attention upon the ball, and
pays little attention to the shouts and movements of the spectators. On
the other hand, however, it is also true that man never loses this
characteristic of attending in an involuntary, or reflex, way to any
strong stimulus. Indeed, without the possession of this hereditary
tendency, it is hard to see how he could escape any dangers with which
his body might be threatened while his attention is strongly engaged an
another problem.

=Educ