Lancaster enterprise. [volume] (Lancaster, S.C.) 1891-1905, 1899-06-14

ATTENTION..
BY s. H. EDMUNDs, supERrNrENDENT OF
SCHOOLS, SUMTER, S. c.


There are many points in the educa-
tional development concerning which
teachers differ: there are others upon
which they all agree. 1t is always more
pleasant, if not so profitable, to talk
about those things that are accepted by
all disputants; especially is this the case
when the thermometer registers SO de-
grees in the shade.
1t is conceded by all that attention is
absolutely necessary on the part of one
that wishes to learn. However thorough
the teaching may be, there can be no
learning without attention To be truly at.
tentive one must put forth mental effort.
This mental effort may be the result
of the listeners determination more fire.
quently it is the effect of the mode of
presentation. 1t is safe to assume that
the listener will put forth very little
effort of his own volition to learn what is
being taught unless the subject is pre-
sented in such a way at to arrest atten-
ton or unless by careful training the
listeners mind has become an attentive
one. This places the responsibility upon
the teacher, adding another item to this
white mans grievous burden. We may
consider this rather double form of tax
alton upon the teachers physical revenue
and mental income; but the condition
still stares us in the face, teacher can
not teach without an attentive learner
and that he must by training and by his
method Of teaching make his learners
attentive. The mode of presenting les
son implies the teachers using every
means at hand or that may be acquired
to make lesson attractive thus inducing
the pupil to put forth that mental effort
that must ever precede true attention.
The training of a pupil necessary to make
him an attentive learner suggests that
attention is not an involuntary frailty :;
but one that must be cultivated 1t
sometimes happens that inattention is
wilful neglect this is simply disrespect-
tul disobedience and must be dealt with
accordingly. But inattention does not
always imply a wilful determination not
to learn or a spirit of rebellious defiance; :;
but it simply shows that this faculty, this
ability TO stretch the different powers of
the mind in one direction is dormant and
needs awakening. The awakening pro
cess is a gradual one and requires skill
on the part of him that would instruct.
Let's bring the matter nearer home
You have read thus far in this paper,
hope without much skipping-do you
remember every thing that you have read 2
If you do not. then it must follow that
the subject as presented by the writer
has no interest for you or your ability to
attend needs cultivating; or it may be
that both difficulties have been in the
way of your acquiring anything by this
useless expenditure of your time a diff
ticultY that frequently conlronts a teacher
is to distinguish real attention from that
which is apparent. The listening attitude
does not necessarily imply the attentive
mind. A pupil may good naturedly and
lazily appear to drink in the words of
wisdom as fast as they flow from the
teachers mouth; but let the teacher
apply the test and he will be forced to
conclude that like the Bay of Portugal
that pupils mind has no bottom.
While an attentive attitude on the
part of the pupil is desirable, it does not
follow that, because pupil is apparent
~ inattentive, he is really so. You have
heard Of the teacher who kept pupil in
for inattention during the lesson that re
lated to the use of the ditto character?
To punish him she told him to write one
hundred times the sentence, 81 was in
attentive today" In few minutes the
pupil returned with the sentence written
once and the ditto marks below to repre-
H. Al