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the development of a sense of more remote ends, and of the need of directing acts so as to make them means for these ends (a matter discussed in the second number), we have the transition to what is termed indirect, or, as some writers prefer to say, voluntary, attention. A result is imaged, and the child attends to what is before him or what he is immediately doing because it helps to secure the result. Taken by itself, the object or the act might be indifferent or even repulsive. But because it is felt to belong to something desirable or valuable, it borrows the latter’s attracting and holding power.
This is the transition to “voluntary” attention, but only the transition. The latter comes fully into being only when the child entertains results in the form of problems or questions, the solution of which he is to seek for himself. In the intervening stage (in the child from eight to, say, eleven or twelve), while the child directs a series of intervening activities on the basis of some end he wishes to reach, this end is something to be done or made, or some tangible result to be reached; the problem is a practical difficulty, rather than an intellectual question. But with growing power the child can conceive of the end as something to be found out, discovered; and can control his acts and images so as to help in the inquiry and solution. This is reflective attention proper.
In history work there is change from the story and biography form, from discussion of questions that arise, to the formulation of questions. Points about which difference of opinion is possible, matters upon which experience, reflection, etc., can be brought to bear, are always coming up in history. But to use the discussion to develop this matter of doubt and difference into a definite problem, to bring the child to feel just what the difficulty is, and then throw him upon his own resources in looking up material bearing upon the point, and upon his judgment in bringing it to bear, or getting a solution, is a marked intellectual advance. So in the science there is a change from the practical attitude of making and using cameras to the consideration of the problems intellectually involved in this—to principles of light, angular measurements, etc., which give the theory or explanation of the practice.
In general, this growth is a natural process. But the proper recognition and use of it is perhaps the most serious problem in instruction upon the intellectual side. A person who has gained the power of reflective attention, the power to hold problems, questions, before the mind, is in so far, intellectually speaking, educated. He has mental discipline—power of the mind and for the mind. Without this the mind remains at the mercy of custom and external suggestions. Some of the difficulties may be barely indicated by referring to an error that almost dominates instruction of the usual type. Too often it is assumed that attention can be given directly to any subject-matter, if only the proper will or disposition be at hand, failure being regarded as a sign of unwillingness or indocility. Lessons in arithmetic, geography, and grammar are put before the child, and he is told to attend in order to learn. But excepting as there is some question, some doubt, present in the mind as a basis for this attention, reflective attention is impossible. If there is sufficient intrinsic interest in the material, there will be direct or spontaneous attention, which is excellent so far as it goes, but which merely of itself does not give power of thought or internal mental control. If there is not an inherent attracting power in the material, then (according to his temperament and training, and the precedents and expectations of the school) the teacher will either attempt to surround the material with foreign attractiveness, making a bid or offering a bribe for attention by “making the lesson interesting”; or else will resort to counterirritants (low marks, threats of non-promotion, staying after school, personal disapprobation, expressed in a great variety of ways, naggings, continuous calling upon the child to “pay attention,” etc.); or, probably, will use some of both means.
But (1) the attention thus gained is never more than partial, or divided; and (2) it always remains dependent upon something external—hence, when the attraction ceases or the pressure lets up, there is little or no gain in inner or intellectual control. And (3) such attention is always for the sake of “learning,” i.e., memorizing ready-made answers to possible questions to be put by another. True, reflective attention, on the other hand, always involves judging, reasoning, deliberation; it means that the child has a question of his own and is actively engaged in seeking and selecting relevant material with which to answer it, considering the bearings and relations of this material—the kind of solution it calls for. The problem is one’s own; hence also the impetus, the stimulus to attention, is one’s own; hence also the training secured is one’s own—it is discipline, or gain in power of control; that is, a habit of considering problems.
It is hardly too much to say that in the traditional education so much stress has been laid upon the presentation to the child of ready-made material (books, object-lessons, teacher’s talks, etc.), and the child has been so almost exclusively held to bare responsibility for reciting upon this ready-made material, that there has been only accidental occasion and motive for developing reflective attention. Next to no consideration has been paid to the fundamental necessity—leading the child to realize a problem as his own, so that he is self-induced to attend in order to find out its answer. So completely have the conditions for securing this self-putting of problems been neglected that the very idea of voluntary attention has been radically perverted. It is regarded as measured by unwilling effort—as activity called out by foreign, and so repulsive, material under conditions of strain, instead of as self-initiated effort. “Voluntary” is treated as meaning the reluctant and disagreeable instead of the free, the self-directed, through personal interest, insight, and power.
VIII
The Aim of History in Elementary Education
If history be regarded as just the record of the past, it is hard to see any grounds for claiming that it should play any large rôle in the curriculum of elementary education. The past is the past, and the dead may be safely left to bury its dead. There are too many urgent demands in the present, too many calls over the threshold of the future, to permit the child to become deeply immersed in what is forever gone by. Not so when history is considered as an account of the forces and forms of social life. Social life we have always with us; the distinction of past and present is indifferent to it. Whether it was lived just here or just there is a matter of slight moment. It is life for all that; it shows the motives which draw men together and push them apart, and depicts what is desirable and what is hurtful. Whatever history may be for the scientific historian, for the educator it must be an indirect sociology-a study of society which lays bare its process of becoming and its modes of organization. Existing society is both too complex and too close to the child to be studied. He finds no clues into its labyrinth of detail and can mount no eminence whence to get a perspective of arrangement.
If the aim of historical instruction is to enable the child to appreciate the values of social life, to see in imagination the forces which favor and allow men’s effective co-operation with one another, to understand the sorts of character that help on and that hold back, the essential thing in its presentation is to make it moving, dynamic. History must be presented, not as an accumulation of results or effects, a mere statement of what happened, but as a forceful, acting thing. The motives—that is, the motors—must stand out. To study history is not to amass information, but to use information in constructing a vivid picture of how and why men did thus and so; achieved their successes and came to their failures.
When history is conceived as dynamic, as moving, its economic and industrial aspects are emphasized. These are but technical terms which express the problem with which humanity is unceasingly engaged; how to live, how to master and use nature so as to make it tributary to the enrichment of human life. The great advances in civilization have come through those manifestations of intelligence which have lifted man from his precarious subjection to nature, and revealed to him how he may make its forces co-operate with his own purposes. The social world in which the child now lives is so rich and full that it is not easy to see how much it cost, how much effort and thought lie back of it. Man has a tremendous equipment ready at hand. The child may be led to translate these ready-made resources into fluid terms; he may be led to see man face to face with nature, without inherited