UNIFIED VERSUS DIVIDED ACTIVITY
iar with the great mass of existing school work can deny that the greater part of the pupils are gradually forming habits of divided attention. If the teacher is skillful and wide-awake, if she is what is termed a good disciplinarian, the child will indeed learn to keep his senses intent in certain ways, but he will also learn to direct his thoughts, which should be concentrated upon subject matter if the latter is to be significant, in quite other directions. It would not be wholly palatable if we had to face the actual condition of the majority of pupils that leave our schools. We should find this division of attention and the resulting disintegration so great that we might cease teaching in sheer disgust. None the less, it is well for us to recognize that this state of things exists, and that it is the inevitable outcome of those conditions which exact the simulation of attention without securing its essence.
The principle of "making" objects and ideas interesting implies the same divorce between object and self. When things have to be made interesting, it is because interest itself is wanting. Moreover, the phrase is a misnomer. The thing,
